Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.51956
Faiza Maulida, Fahrur Rozi, Hendi Pratama
This study focused on analyzing the humorous situation created by flouting conversational maxims that were followed by facial expressions found in situated comedy Friends. The analysis included how humorous situation were generated by flouting conversational maxims and the relationship between humorous situation and facial expressions. The results of the study showed that the humorous situations categorized were generated by flouting Grice maxims in which satire and over/understatement were frequently created by means of the implicature from flouting the conversational maxims. In flouting quality, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances with joy facial expressions. In flouting quantity, the humorous situation was dominated by the creation of overstatement and understatement which were accompanied mostly by joyous facial expression as in line with the definition of overstatement and understatement. In flouting relation, the humorous situation was dominated by satire accompanied by anger facial expressions and clever replies to serious statement accompanied by joyous facial expressions. In flouting manner, satire and pun humorous situation was mostly generated by anger and contempt facial expression. In addition, there were close relationship between certain humorous situation created by flouting conversational maxims and facial expressions. For further study, it is recommended that the study of humorous situation could explore the other aspect of pragmatics elements such as how humor could be generated through the use of politeness strategies within a conversation.
{"title":"Creation of Humorous Situation By Flouting Conversational Maxims Accompanied By Facial Expression in “Friends”","authors":"Faiza Maulida, Fahrur Rozi, Hendi Pratama","doi":"10.15294/eej.v12i1.51956","DOIUrl":"https://doi.org/10.15294/eej.v12i1.51956","url":null,"abstract":"This study focused on analyzing the humorous situation created by flouting conversational maxims that were followed by facial expressions found in situated comedy Friends. The analysis included how humorous situation were generated by flouting conversational maxims and the relationship between humorous situation and facial expressions. The results of the study showed that the humorous situations categorized were generated by flouting Grice maxims in which satire and over/understatement were frequently created by means of the implicature from flouting the conversational maxims. In flouting quality, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances with joy facial expressions. In flouting quantity, the humorous situation was dominated by the creation of overstatement and understatement which were accompanied mostly by joyous facial expression as in line with the definition of overstatement and understatement. In flouting relation, the humorous situation was dominated by satire accompanied by anger facial expressions and clever replies to serious statement accompanied by joyous facial expressions. In flouting manner, satire and pun humorous situation was mostly generated by anger and contempt facial expression. In addition, there were close relationship between certain humorous situation created by flouting conversational maxims and facial expressions. For further study, it is recommended that the study of humorous situation could explore the other aspect of pragmatics elements such as how humor could be generated through the use of politeness strategies within a conversation.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper employs discourse analysis to investigate cohesive devices and coherence in research articles. The research was based on a purposive random sampling of 10 research articles from the 8th ELTLT Conference 2019. The text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. We seek to find out grammatical and lexical cohesion as conceptualized by Halliday and Hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. Furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight Thornbury's (2005) theory. According to the findings, the authors used cohesive devices in the creation of their writing product. From a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. The conjunction of addition was the most frequently used cohesive device in the texts. Our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. However, there was no evidence of verbal ellipsis in the texts we examined. It was because the authors did not use both lexical verbs and modal operators. In conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. Further studies need to explore the use of cohesive devices as a tool to improve the quality of writing.
{"title":"The Use of Cohesive Devices in Research Paper Conference to Achieve Texts Coherence","authors":"Perwari Melati Akmilia, Abdurrachman Faridi, Zulfa Sakhiyya","doi":"10.15294/eej.v12i1.53228","DOIUrl":"https://doi.org/10.15294/eej.v12i1.53228","url":null,"abstract":"This paper employs discourse analysis to investigate cohesive devices and coherence in research articles. The research was based on a purposive random sampling of 10 research articles from the 8th ELTLT Conference 2019. The text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. We seek to find out grammatical and lexical cohesion as conceptualized by Halliday and Hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. Furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight Thornbury's (2005) theory. According to the findings, the authors used cohesive devices in the creation of their writing product. From a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. The conjunction of addition was the most frequently used cohesive device in the texts. Our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. However, there was no evidence of verbal ellipsis in the texts we examined. It was because the authors did not use both lexical verbs and modal operators. In conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. Further studies need to explore the use of cohesive devices as a tool to improve the quality of writing.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43384225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.51090
Yuliana Zakiyah, D. Rukmini
EFL coursebooks still become an essential teaching medium for teachers and a primary learning source for students. This research aims at identifying the kinds of source culture and themes of culture in the reading texts, reading exercises, and writing exercises. The method used in this research was qualitative with content analysis. The textbook contains 14 chapters, divided into two subject materials. There were seven units for reading materials and seven units for writing materials. The analysis found that the international target culture and small “c” culture was dominantly presented in the reading texts. Another result showed that the small “c” culture was dominantly presented in the reading exercises. The last result revealed that the cultural contents were used in each unit of the writing exercises. Based on the research findings, it is suggested that the reading passages and reading exercises in the textbook should be developed more in terms of kinds of source culture and themes of culture. Also, English materials developers, especially the authors should include more source culture particularly in reading passages and reading exercises. Finally, it can be inferred that the textbook can be used as one of the learning sources in Islamic University.
{"title":"Cultural Contents on New Step-Up: Reading and Writing for University Students","authors":"Yuliana Zakiyah, D. Rukmini","doi":"10.15294/eej.v12i1.51090","DOIUrl":"https://doi.org/10.15294/eej.v12i1.51090","url":null,"abstract":"EFL coursebooks still become an essential teaching medium for teachers and a primary learning source for students. This research aims at identifying the kinds of source culture and themes of culture in the reading texts, reading exercises, and writing exercises. The method used in this research was qualitative with content analysis. The textbook contains 14 chapters, divided into two subject materials. There were seven units for reading materials and seven units for writing materials. The analysis found that the international target culture and small “c” culture was dominantly presented in the reading texts. Another result showed that the small “c” culture was dominantly presented in the reading exercises. The last result revealed that the cultural contents were used in each unit of the writing exercises. Based on the research findings, it is suggested that the reading passages and reading exercises in the textbook should be developed more in terms of kinds of source culture and themes of culture. Also, English materials developers, especially the authors should include more source culture particularly in reading passages and reading exercises. Finally, it can be inferred that the textbook can be used as one of the learning sources in Islamic University.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48522515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.52571
Leila Nurul Amali, Dwi Anggani Linggar Bharati, Fahrur Rozi
HOTS promote the idea of assessing students’ critical thinking, creativity, and problem-solving. However, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. The present study aimed to explain how teachers perceive, implement, and assess HOTS assessment in teaching reading comprehension. It employed an exploratory sequential design. Using the purposive sampling technique, two English teachers from SMA N 1 Pati were involved. The data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. This study reveals that the teachers had a good perception of HOTS assessment in terms of concept and implementation. They implemented HOTS assessment using appropriate strategies and methods in teaching reading comprehension. In addition, the teachers designed the proper assessment using HOTS assessment in assessing reading comprehension. The students’ achievement also had achieved the required score in reading comprehension. All the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. Although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. Therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about HOTS assessment.
{"title":"The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement","authors":"Leila Nurul Amali, Dwi Anggani Linggar Bharati, Fahrur Rozi","doi":"10.15294/eej.v12i1.52571","DOIUrl":"https://doi.org/10.15294/eej.v12i1.52571","url":null,"abstract":"HOTS promote the idea of assessing students’ critical thinking, creativity, and problem-solving. However, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. The present study aimed to explain how teachers perceive, implement, and assess HOTS assessment in teaching reading comprehension. It employed an exploratory sequential design. Using the purposive sampling technique, two English teachers from SMA N 1 Pati were involved. The data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. This study reveals that the teachers had a good perception of HOTS assessment in terms of concept and implementation. They implemented HOTS assessment using appropriate strategies and methods in teaching reading comprehension. In addition, the teachers designed the proper assessment using HOTS assessment in assessing reading comprehension. The students’ achievement also had achieved the required score in reading comprehension. All the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. Although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. Therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about HOTS assessment.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.53229
E. Susilowati, Abdurrachman Faridi, Zulfa Sakhiyya
Publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of English. A good text should be written logically and organized effectively according to the role of good academic writing. Thematic structure and thematic progression contribute to the development of a well-structured meaningful text. This study examines the use of thematic structure and thematic progression in research articles published in Q1 and Q2 Scopus-indexed international journals as well as their relationship to achieve the texts’ coherence. This is a descriptive qualitative study within the framework of Systemic Functional Linguistics (SFL) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using Halliday and Matthiessen’s (2014) taxonomy of thematic structure and Eggins’s (2004) theory of thematic progression. This study highlights three major findings. Firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. The predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. Secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. The tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. Thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. Finally, this study provides some pedagogical implications for the teaching of English as a second/foreign language.
{"title":"Thematic Structure and Thematic Progression in Research Articles Published in Scopus-Indexed International Journals","authors":"E. Susilowati, Abdurrachman Faridi, Zulfa Sakhiyya","doi":"10.15294/eej.v12i1.53229","DOIUrl":"https://doi.org/10.15294/eej.v12i1.53229","url":null,"abstract":"Publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of English. A good text should be written logically and organized effectively according to the role of good academic writing. Thematic structure and thematic progression contribute to the development of a well-structured meaningful text. This study examines the use of thematic structure and thematic progression in research articles published in Q1 and Q2 Scopus-indexed international journals as well as their relationship to achieve the texts’ coherence. This is a descriptive qualitative study within the framework of Systemic Functional Linguistics (SFL) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using Halliday and Matthiessen’s (2014) taxonomy of thematic structure and Eggins’s (2004) theory of thematic progression. This study highlights three major findings. Firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. The predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. Secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. The tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. Thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. Finally, this study provides some pedagogical implications for the teaching of English as a second/foreign language.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44660584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.52096
Fitri Nugraheni, Mursid Saleh, Rudi Hartono
The term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. The benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. This study concerns to the factors affecting the implementation of authentic assessment in reading comprehension. This study was aimed at answering four research questions regarding (1) the implementation of authentic assessment to measure students’ reading comprehension, (2) the correlation between teacher’s background and the implementation of authentic assessment, (3) the correlation between teacher’s professional development and the implementation of authentic assessment, and (4) the correlation between teacher’s belief and the implementation of authentic assessment. The researcher applied quantitative correlation research design. The correlation research design was used since it was appropriate to measure the significant correlation between those two variables. The findings revealed that three teachers as the subject of this research had good effort in implementing authentic assessment. They created various assessment to assess students’ reading comprehension. Based on the observation which has scored, their implementation belongs to good, enough, and fair criteria. The next finding is that based on the SPSS computation, among three factors stated previously, the teacher’s belief is significant correlate to the implementation of authentic assessment, meanwhile teacher’s background and teacher’s professional development are not significant correlate.
{"title":"Factors Affecting the Implementation of Authentic Assessment to Measure Students’ Reading Comprehension: A Case of English Teachers at State Senior High School 1 Purwodadi","authors":"Fitri Nugraheni, Mursid Saleh, Rudi Hartono","doi":"10.15294/eej.v12i1.52096","DOIUrl":"https://doi.org/10.15294/eej.v12i1.52096","url":null,"abstract":"The term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. The benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. This study concerns to the factors affecting the implementation of authentic assessment in reading comprehension. This study was aimed at answering four research questions regarding (1) the implementation of authentic assessment to measure students’ reading comprehension, (2) the correlation between teacher’s background and the implementation of authentic assessment, (3) the correlation between teacher’s professional development and the implementation of authentic assessment, and (4) the correlation between teacher’s belief and the implementation of authentic assessment. The researcher applied quantitative correlation research design. The correlation research design was used since it was appropriate to measure the significant correlation between those two variables. The findings revealed that three teachers as the subject of this research had good effort in implementing authentic assessment. They created various assessment to assess students’ reading comprehension. Based on the observation which has scored, their implementation belongs to good, enough, and fair criteria. The next finding is that based on the SPSS computation, among three factors stated previously, the teacher’s belief is significant correlate to the implementation of authentic assessment, meanwhile teacher’s background and teacher’s professional development are not significant correlate.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49629446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.52252
Egi Raputri, Hendi Pratama, Rudi Hartono
Considering the important roles of discourse markers in writing academic purposes, the researchers evaluate the use of discourse markers in English Education Journal articles. This research aims to find out the types of discourse markers precisely contrastive, elaborative and inferential discourse markers, and the errors in using those expressions. This research uses a qualitative research design with the data from written language especially the journal articles published by English Education Journal (EEJ). Thus, specifically this research employs content analysis. There were twenty journal articles analyzed. They represented their volume especially there are four volumes in 2020. The findings of this research demonstrated that all of the research data applied those types of discourse markers. The type of elaborative discourse markers were the first type used by the writers. It is the frequently used by the writers in the journal articles. In this case, it used in 890 times. The expression frequently used is and. Meanwhile, the errors in using discourse markers in the journal articles occurred in 17 times. Here, the wrong relation category as the commonly applied in 7 times. These findings inform us to improve our awareness in applying those expressions. Thus, it can be concluded that the discourse markers is required in creating journal articles. Therefore, the writers have to concern regarding to the categories of errors in using discourse markers for avoiding inappropriateness.
{"title":"Evaluating the Use of Discourse Markers in Selected English Education Journal Articles","authors":"Egi Raputri, Hendi Pratama, Rudi Hartono","doi":"10.15294/eej.v12i1.52252","DOIUrl":"https://doi.org/10.15294/eej.v12i1.52252","url":null,"abstract":"Considering the important roles of discourse markers in writing academic purposes, the researchers evaluate the use of discourse markers in English Education Journal articles. This research aims to find out the types of discourse markers precisely contrastive, elaborative and inferential discourse markers, and the errors in using those expressions. This research uses a qualitative research design with the data from written language especially the journal articles published by English Education Journal (EEJ). Thus, specifically this research employs content analysis. There were twenty journal articles analyzed. They represented their volume especially there are four volumes in 2020. The findings of this research demonstrated that all of the research data applied those types of discourse markers. The type of elaborative discourse markers were the first type used by the writers. It is the frequently used by the writers in the journal articles. In this case, it used in 890 times. The expression frequently used is and. Meanwhile, the errors in using discourse markers in the journal articles occurred in 17 times. Here, the wrong relation category as the commonly applied in 7 times. These findings inform us to improve our awareness in applying those expressions. Thus, it can be concluded that the discourse markers is required in creating journal articles. Therefore, the writers have to concern regarding to the categories of errors in using discourse markers for avoiding inappropriateness.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48068584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.15294/eej.v12i1.54417
Hadziq Najmuddin Purwanto, Abdurrahman Faridi, Fahrur Rozi
There are various levels of students’ achievement in English listening classrooms. Students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. The aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two English listening teaching media namely DuoLingo mobile application and SPADA (Sistem Pembelajaran Daring Indonesia) platform. As a quantitative research it employed the Experimental factorial 2 x 2 design. Students were divided into two groups based on their achievement classification. The two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with DuoLingo mobile application a for one group and with Sistem Pembelajaran Daring Indonesia platform for the other group. It was found that both Duo Lingo mobile application and Sistem Pembelajaran Daring Indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. This research is expected to contribute as a reference for English teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels.
{"title":"The Effect of DuoLingo and SPADA to Teach Listening to Students with Different Achievement Levels","authors":"Hadziq Najmuddin Purwanto, Abdurrahman Faridi, Fahrur Rozi","doi":"10.15294/eej.v12i1.54417","DOIUrl":"https://doi.org/10.15294/eej.v12i1.54417","url":null,"abstract":"There are various levels of students’ achievement in English listening classrooms. Students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. The aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two English listening teaching media namely DuoLingo mobile application and SPADA (Sistem Pembelajaran Daring Indonesia) platform. As a quantitative research it employed the Experimental factorial 2 x 2 design. Students were divided into two groups based on their achievement classification. The two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with DuoLingo mobile application a for one group and with Sistem Pembelajaran Daring Indonesia platform for the other group. It was found that both Duo Lingo mobile application and Sistem Pembelajaran Daring Indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. This research is expected to contribute as a reference for English teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49094714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.24815/eej.v13i1.22409
Imam Al Farisyi, I. A. Samad, Saiful Marhaban
This research examined the rhetorical pattern of thesis background, particularly the undergraduate scripts of English education department students. The study aims to find out the frequency of the rhetorical patterns in writing thesis background. The approach used in this study is a qualitative method based on content analysis. The sample consisted of 20 English education undergraduate theses from two universities in Indonesia. The data were analyzed based on Kanoksilapatham (2005) classification by following the framework of Swales’s CARS model (2004). The results show that the undergraduate students of English departments have a similar frequency of the rhetorical pattern with the framework guidance. Although some students have reached an adequate standard in writing research background using their own way, they also should improve the language style in academic writing.
{"title":"The frequency of the rhetorical pattern of undergraduate thesis background section in English education departments of two universities in Aceh","authors":"Imam Al Farisyi, I. A. Samad, Saiful Marhaban","doi":"10.24815/eej.v13i1.22409","DOIUrl":"https://doi.org/10.24815/eej.v13i1.22409","url":null,"abstract":"This research examined the rhetorical pattern of thesis background, particularly the undergraduate scripts of English education department students. The study aims to find out the frequency of the rhetorical patterns in writing thesis background. The approach used in this study is a qualitative method based on content analysis. The sample consisted of 20 English education undergraduate theses from two universities in Indonesia. The data were analyzed based on Kanoksilapatham (2005) classification by following the framework of Swales’s CARS model (2004). The results show that the undergraduate students of English departments have a similar frequency of the rhetorical pattern with the framework guidance. Although some students have reached an adequate standard in writing research background using their own way, they also should improve the language style in academic writing.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41693346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.24815/eej.v13i1.23147
Fitri Marhamah, A. Muslem
Teaching media is a mode and learning messages to students that can help teachers to improve students’ learning achievement. This study aimed at finding kinds of the teaching media used by teacher in teaching speaking skill and the obstacles that she encountered in using teaching media. This study is a qualitative study. There were one teacher and one online class meeting involved in this study. To collect the data, the researcher employed observation via Zoom Cloud Meeting recording and interview. The result of the study indicates that there are 8 of teaching media which are generally used by the teacher, comprising: Zoom application, WhatsApp group, Microsoft word and Microsoft PowerPoint, video, YouTube, whiteboard, and course book. The teacher faced the obstacles toward the difference background of students’ ability, the number of the students, the availability of network, and the teacher’s less attention in using teaching media. In short, the teacher should consider the appropriateness of teaching materials to the students’ level of intelligence because it will help them to understand the material successfully.
{"title":"An investigation on using teaching media in teaching speaking skill","authors":"Fitri Marhamah, A. Muslem","doi":"10.24815/eej.v13i1.23147","DOIUrl":"https://doi.org/10.24815/eej.v13i1.23147","url":null,"abstract":"Teaching media is a mode and learning messages to students that can help teachers to improve students’ learning achievement. This study aimed at finding kinds of the teaching media used by teacher in teaching speaking skill and the obstacles that she encountered in using teaching media. This study is a qualitative study. There were one teacher and one online class meeting involved in this study. To collect the data, the researcher employed observation via Zoom Cloud Meeting recording and interview. The result of the study indicates that there are 8 of teaching media which are generally used by the teacher, comprising: Zoom application, WhatsApp group, Microsoft word and Microsoft PowerPoint, video, YouTube, whiteboard, and course book. The teacher faced the obstacles toward the difference background of students’ ability, the number of the students, the availability of network, and the teacher’s less attention in using teaching media. In short, the teacher should consider the appropriateness of teaching materials to the students’ level of intelligence because it will help them to understand the material successfully.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42797995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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