Pub Date : 2023-03-15DOI: 10.15294/eej.v13i1.71524
Ummi Mukhoyyaroh, Abdurrachman Faridi
In translation, dynamic equivalence aims to deliver a text’s message in terms that a new recipient audience can understand. This research centered on analyzing the Indonesian translation of the movie subtitles for "Enola Holmes" from English to achieve dynamic equivalence. The main objective was to assess the level of dynamic equivalence and translation quality. The study utilized the content analysis method and employed three instruments: document analysis, a questionnaire, and interviews. The theoretical framework adopted for dynamic equivalence was Nida and Taber's (1964) theory, while the concept of translation quality was based on Nababan et al (2012) work. The findings of the study revealed the following; the accuracy was highly precise, with 78 instances out of 208 data samples. This indicates that the translation effectively conveyed the original meaning without any spelling or grammatical deviations in the use of terms. The acceptability of the translation product was 86.3 instances out of the data analyzed. This suggests that the translation felt natural, employing commonly used and familiar terms that were in line with the rules of Bahasa. Based on readability formula checkers, the translation achieved a very easy readability level suitable for readers aged 8-9 years old, equivalent to 3rd and 4th graders. The study demonstrated a close relationship between accuracy, acceptability, and readability in achieving dynamic equivalence. Furthermore, it is recommended that future researchers focus on specific objects and issues in translation studies.
在翻译中，动态对等的目的是用新的受众能够理解的方式传递文本的信息。本研究主要分析了电影《伊诺拉·福尔摩斯》英文字幕的印尼语翻译，以实现动态对等。主要目的是评估动态对等水平和翻译质量。本研究采用内容分析法，采用文献分析、问卷调查和访谈三种工具。动态对等所采用的理论框架是Nida和Taber(1964)的理论，而翻译质量的概念则是基于Nababan et al(2012)的工作。研究结果揭示了以下几点:准确率非常精确，在208个数据样本中有78个实例。这表明译文有效地传达了原文的意思，在词汇的使用上没有任何拼写和语法上的偏差。在分析的数据中，翻译产品的可接受性为86.3个实例。这表明翻译感觉很自然，使用了常用和熟悉的术语，符合印尼语的规则。基于可读性公式检查器，翻译达到了非常容易的可读性水平，适合8-9岁的读者，相当于三年级和四年级的读者。研究表明，在实现动态对等时，准确性、可接受性和可读性之间存在密切关系。此外，建议未来的研究人员将重点放在具体的翻译研究对象和问题上。
{"title":"Achievement of Dynamic Equivalence in the Translation of Enola Holmes Movie’s Subtitle","authors":"Ummi Mukhoyyaroh, Abdurrachman Faridi","doi":"10.15294/eej.v13i1.71524","DOIUrl":"https://doi.org/10.15294/eej.v13i1.71524","url":null,"abstract":"In translation, dynamic equivalence aims to deliver a text’s message in terms that a new recipient audience can understand. This research centered on analyzing the Indonesian translation of the movie subtitles for \"Enola Holmes\" from English to achieve dynamic equivalence. The main objective was to assess the level of dynamic equivalence and translation quality. The study utilized the content analysis method and employed three instruments: document analysis, a questionnaire, and interviews. The theoretical framework adopted for dynamic equivalence was Nida and Taber's (1964) theory, while the concept of translation quality was based on Nababan et al (2012) work. The findings of the study revealed the following; the accuracy was highly precise, with 78 instances out of 208 data samples. This indicates that the translation effectively conveyed the original meaning without any spelling or grammatical deviations in the use of terms. The acceptability of the translation product was 86.3 instances out of the data analyzed. This suggests that the translation felt natural, employing commonly used and familiar terms that were in line with the rules of Bahasa. Based on readability formula checkers, the translation achieved a very easy readability level suitable for readers aged 8-9 years old, equivalent to 3rd and 4th graders. The study demonstrated a close relationship between accuracy, acceptability, and readability in achieving dynamic equivalence. Furthermore, it is recommended that future researchers focus on specific objects and issues in translation studies.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747863","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 : 2023-03-15DOI: 10.15294/eej.v13i1.71665
Hariyadi Hariyadi, Sri Wuli Fitriati, Rahayu Puji Haryanti
Thematic progression is the way in which the theme of the clause repeats a meaning from the previous theme or rheme. It also refers to how the information flows in the text. This study aimed to analyze the application of thematic progression to enhance coherence in the analytical exposition texts written by the eleventh graders of SMA Kesatrian 2 Semarang in the academic year 2021/2022. This study used a mixed methods design which was embedded with a case study with the data from the result of students’ texts, observation sheet, and interviews. This study analysed 10 students’ analytical exposition texts. The findings showed that the most type of thematic progression applied was a linear theme reaching 22 times in occurrence, followed by 21 constant theme patterns, and 9 multiple theme patterns. These results showed that a linear theme occurred in the students’ analytical exposition text mostly because it elaborated the writers’ ideas or arguments. Further, thematic progression made the text organize well. This made the texts coherent, and the students’ scores improved from pre-test with mean of 74.50 to post-test with mean of 89.00. Then, the value of significance (2-tailed) was 0.000 which meant that the improvement was statistically significant. These results are expected to give a contribution to other researchers in conducting research in various text types. Furthermore, the results are useful for students to improve their writing and for teachers to improve the way they teach writing.
{"title":"The Application of Thematic Progression to Enhance Coherence in Students’ Analytical Exposition Texts","authors":"Hariyadi Hariyadi, Sri Wuli Fitriati, Rahayu Puji Haryanti","doi":"10.15294/eej.v13i1.71665","DOIUrl":"https://doi.org/10.15294/eej.v13i1.71665","url":null,"abstract":"Thematic progression is the way in which the theme of the clause repeats a meaning from the previous theme or rheme. It also refers to how the information flows in the text. This study aimed to analyze the application of thematic progression to enhance coherence in the analytical exposition texts written by the eleventh graders of SMA Kesatrian 2 Semarang in the academic year 2021/2022. This study used a mixed methods design which was embedded with a case study with the data from the result of students’ texts, observation sheet, and interviews. This study analysed 10 students’ analytical exposition texts. The findings showed that the most type of thematic progression applied was a linear theme reaching 22 times in occurrence, followed by 21 constant theme patterns, and 9 multiple theme patterns. These results showed that a linear theme occurred in the students’ analytical exposition text mostly because it elaborated the writers’ ideas or arguments. Further, thematic progression made the text organize well. This made the texts coherent, and the students’ scores improved from pre-test with mean of 74.50 to post-test with mean of 89.00. Then, the value of significance (2-tailed) was 0.000 which meant that the improvement was statistically significant. These results are expected to give a contribution to other researchers in conducting research in various text types. Furthermore, the results are useful for students to improve their writing and for teachers to improve the way they teach writing.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747944","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 : 2023-03-15DOI: 10.15294/eej.v13i1.68280
Ummi Ashim Azzahra, Hendi Pratama, Mursid Saleh
In this study, the researchers identified ways that politeness strategies are commonly employed in a speech. Specifically, this study aimed at exploring the politeness strategies used by Donald Trump and General El Sisi during their speech at the 75th session of the UN General Assembly. Both the similarities and the differences between Donald Trump’s and General Sisi's use of politeness strategies and sub-strategies in their speeches were investigated. A qualitative research approach was conducted, and the theory of politeness strategies by Brown and Levinson was applied as the analysis framework. The research data was collected from the 57 utterances in Trump's speech and 79 utterances in General Sisi's speech. The analysis results showed that both Trump and El-Sisi applied bald on record, positive, and negative politeness. Specifically, the politeness strategies found in Trump's speech were 10 utterances of bald on record, 53 utterances of positive politeness, 8 utterances of negative politeness, and two utterances of off-record strategy. On the contrary, General Sisi's speech mostly contained negative politeness strategies. It was found that there were 70 utterances of negative politeness, 11 utterances of positive politeness, and 1 utterance of off-record strategy. These various politeness strategies used by Donald Trump and General Sisi could not be separated from their respective social positions, social distances, and cultural backgrounds.
{"title":"Politeness Strategies Used by Trump and El-Sisi in Their Speeches at United Nations Assembly","authors":"Ummi Ashim Azzahra, Hendi Pratama, Mursid Saleh","doi":"10.15294/eej.v13i1.68280","DOIUrl":"https://doi.org/10.15294/eej.v13i1.68280","url":null,"abstract":"In this study, the researchers identified ways that politeness strategies are commonly employed in a speech. Specifically, this study aimed at exploring the politeness strategies used by Donald Trump and General El Sisi during their speech at the 75th session of the UN General Assembly. Both the similarities and the differences between Donald Trump’s and General Sisi's use of politeness strategies and sub-strategies in their speeches were investigated. A qualitative research approach was conducted, and the theory of politeness strategies by Brown and Levinson was applied as the analysis framework. The research data was collected from the 57 utterances in Trump's speech and 79 utterances in General Sisi's speech. The analysis results showed that both Trump and El-Sisi applied bald on record, positive, and negative politeness. Specifically, the politeness strategies found in Trump's speech were 10 utterances of bald on record, 53 utterances of positive politeness, 8 utterances of negative politeness, and two utterances of off-record strategy. On the contrary, General Sisi's speech mostly contained negative politeness strategies. It was found that there were 70 utterances of negative politeness, 11 utterances of positive politeness, and 1 utterance of off-record strategy. These various politeness strategies used by Donald Trump and General Sisi could not be separated from their respective social positions, social distances, and cultural backgrounds.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747851","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 : 2023-03-15DOI: 10.15294/eej.v13i1.71649
Anis 'Azzah, Januarius Mujiyanto
Politeness is an essential aspect of interlanguage pragmatic study used to create a harmonious relationship among people who engage in specific interactions. Politeness is implemented differently in showing disagreement regardless of cultural background. This study was used to analyze the implementation of politeness strategies in showing disagreement by the students. In this study, the researchers applied descriptive qualitative research. The subjects in this study were 20 students, all non-native speakers, who joined the CEC club at UIN Salatiga. The data was taken from the students’ utterances of the politeness strategies used to show disagreement. Also, the data was analyzed using the theory of politeness strategies by Brown and Levinson (1987) In collecting the data, the researchers used a discourse completion test (DCT) questionnaire, which gave 5 (five) topics. The results showed that the students applied all politeness strategies with different percentages. Positive politeness is implemented for 73%, bald on record 18%, negative politeness for 5%, and off record 2%. Positive politeness is the most dominant strategy in showing disagreement. Besides, the sub-strategy in positive politeness also applied by the students are exaggerating, intensifying interest in the hearer, avoiding disagreement, presupposing, offering, being optimistic, including both the speaker and the hearer, giving or (asking for reason) and assuming or asserting reciprocity. In conclusion, politeness strategies are essential to convey a different opinion from the interlocutors.
{"title":"The Implementation of Politeness Strategies in Showing Disagreement Among the Communicative Members","authors":"Anis 'Azzah, Januarius Mujiyanto","doi":"10.15294/eej.v13i1.71649","DOIUrl":"https://doi.org/10.15294/eej.v13i1.71649","url":null,"abstract":"Politeness is an essential aspect of interlanguage pragmatic study used to create a harmonious relationship among people who engage in specific interactions. Politeness is implemented differently in showing disagreement regardless of cultural background. This study was used to analyze the implementation of politeness strategies in showing disagreement by the students. In this study, the researchers applied descriptive qualitative research. The subjects in this study were 20 students, all non-native speakers, who joined the CEC club at UIN Salatiga. The data was taken from the students’ utterances of the politeness strategies used to show disagreement. Also, the data was analyzed using the theory of politeness strategies by Brown and Levinson (1987) In collecting the data, the researchers used a discourse completion test (DCT) questionnaire, which gave 5 (five) topics. The results showed that the students applied all politeness strategies with different percentages. Positive politeness is implemented for 73%, bald on record 18%, negative politeness for 5%, and off record 2%. Positive politeness is the most dominant strategy in showing disagreement. Besides, the sub-strategy in positive politeness also applied by the students are exaggerating, intensifying interest in the hearer, avoiding disagreement, presupposing, offering, being optimistic, including both the speaker and the hearer, giving or (asking for reason) and assuming or asserting reciprocity. In conclusion, politeness strategies are essential to convey a different opinion from the interlocutors.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747949","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 : 2023-03-15DOI: 10.15294/eej.v13i1.71936
Siti Mukaromah, Henrikus Joko Yulianto
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.
{"title":"Classroom Interaction in the Teaching of English at a Private High School in Indonesia","authors":"Siti Mukaromah, Henrikus Joko Yulianto","doi":"10.15294/eej.v13i1.71936","DOIUrl":"https://doi.org/10.15294/eej.v13i1.71936","url":null,"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.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747951","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 : 2023-03-15DOI: 10.15294/eej.v13i1.73183
Ummi Nur Laila Sulistyani
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.
{"title":"English Education Students’ Perception on the Use of Elena in the Post-Pandemic Era","authors":"Ummi Nur Laila Sulistyani","doi":"10.15294/eej.v13i1.73183","DOIUrl":"https://doi.org/10.15294/eej.v13i1.73183","url":null,"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.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747948","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}
English textbook from government is issued for all the Indonesian students in junior high school. It should be used as the primary teaching material in English class. In fact, the English teachers in SMPN 4 Baubau meet some difficulties in applying that policy. The objective of this research was to find out the perception of English teachers related to textbook provided by government as a primary teaching material. This research used descriptive qualitative method with design case study. The sample of this research was three English teachers in SMPN4 Baubau. The findings showed the teachers did not use the government’s textbook as the primary but it was employed as the supporting teaching material and the teachers used other books from non-government publishers as the main textbook.
{"title":"PERCEPTION OF ENGLISH TEACHERS RELATED TO TEXTBOOK PROVIDED BY GOVERNMENT AS A PRIMARY TEACHING MATERIAL","authors":"Esa Penilta Amiruddin, Nining Syafitri","doi":"10.55340/e2j.v7i2.691","DOIUrl":"https://doi.org/10.55340/e2j.v7i2.691","url":null,"abstract":"English textbook from government is issued for all the Indonesian students in junior high school. It should be used as the primary teaching material in English class. In fact, the English teachers in SMPN 4 Baubau meet some difficulties in applying that policy. The objective of this research was to find out the perception of English teachers related to textbook provided by government as a primary teaching material. This research used descriptive qualitative method with design case study. The sample of this research was three English teachers in SMPN4 Baubau. The findings showed the teachers did not use the government’s textbook as the primary but it was employed as the supporting teaching material and the teachers used other books from non-government publishers as the main textbook.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45101644","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 : 2023-01-09DOI: 10.24815/eej.v13i4.29673
Miga Yulia, Muhammad Fazaki
Students of English struggle to remember large amounts of new vocabulary, which leads to a lack of vocabulary, and effective teaching methods and media affect students' knowledge of vocabulary. The current research focuses on using bimodal English-subtitled movie series to improve student vocabulary. The purpose of this research was to determine whether the vocabulary of students improved as a result of watching a seven-part English television series with English subtitle. This study employed quantitative approach, and thirty undergraduate students majoring in EFL were chosen to take part in this study. Prior to the intervention, the students were given a test of the vocabulary that was often found in the series, and they were given the same test following the intervention. The data were analyzed using paired sample t-test and the significance level of 0.05 was used to reject the null hypothesis. The finding shows that watching an English TV series with English subtitle significantly enhanced the students’ vocabulary. As a result, it is recommended that learners use an English TV series with English subtitles to improve their English vocabulary.
{"title":"The effect of an English TV series with a bimodal subtitle on students' vocabulary acquisition","authors":"Miga Yulia, Muhammad Fazaki","doi":"10.24815/eej.v13i4.29673","DOIUrl":"https://doi.org/10.24815/eej.v13i4.29673","url":null,"abstract":"Students of English struggle to remember large amounts of new vocabulary, which leads to a lack of vocabulary, and effective teaching methods and media affect students' knowledge of vocabulary. The current research focuses on using bimodal English-subtitled movie series to improve student vocabulary. The purpose of this research was to determine whether the vocabulary of students improved as a result of watching a seven-part English television series with English subtitle. This study employed quantitative approach, and thirty undergraduate students majoring in EFL were chosen to take part in this study. Prior to the intervention, the students were given a test of the vocabulary that was often found in the series, and they were given the same test following the intervention. The data were analyzed using paired sample t-test and the significance level of 0.05 was used to reject the null hypothesis. The finding shows that watching an English TV series with English subtitle significantly enhanced the students’ vocabulary. As a result, it is recommended that learners use an English TV series with English subtitles to improve their English vocabulary.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46239751","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 : 2023-01-08DOI: 10.24815/eej.v13i4.30005
Anisa Mutia, Rosnani Sahardin, Geunta Mardika Putra
Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.
{"title":"The impact of vocabulary instruction on vocabulary achievement","authors":"Anisa Mutia, Rosnani Sahardin, Geunta Mardika Putra","doi":"10.24815/eej.v13i4.30005","DOIUrl":"https://doi.org/10.24815/eej.v13i4.30005","url":null,"abstract":"Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48680212","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 : 2023-01-03DOI: 10.24815/eej.v13i4.28669
Yan Li, Charanjit Kaur Swaran Singh
Electronic portfolios have been widely accepted as the learning and assessment tool for enhancing language skills and competence in higher education. However, previous studies have not profoundly examined how e-portfolios with well-defined structure influences students’ engagement. More information on e-portfolios and engagement is also needed. Therefore, this study was conducted to investigate the well-structured e-portfolios on students’ engagement in learning activities as these activities consist of self-and peer-assessment. To serve this intention, an explanatory sequential mixed method with questionnaires and interviews was used to obtain data. The questionnaires and reflective notes were analyzed using descriptive statistics, and the results of the interview were analyzed based on the qualitative thematic analysis technique. The findings show that there is no difference between EFL students’ perception and language skills. It was also indicated that self-assessment plays an essential role in engagement which informs constructs of e-portfolio. Further, a wider range of information on e-portfolio structure to deepen engagement was constructed. The conclusion profoundly informs and implicates instructional design and pedagogy in further study.
{"title":"Well-structured electronic portfolio as a facilitator of engagement in EFL skills","authors":"Yan Li, Charanjit Kaur Swaran Singh","doi":"10.24815/eej.v13i4.28669","DOIUrl":"https://doi.org/10.24815/eej.v13i4.28669","url":null,"abstract":"Electronic portfolios have been widely accepted as the learning and assessment tool for enhancing language skills and competence in higher education. However, previous studies have not profoundly examined how e-portfolios with well-defined structure influences students’ engagement. More information on e-portfolios and engagement is also needed. Therefore, this study was conducted to investigate the well-structured e-portfolios on students’ engagement in learning activities as these activities consist of self-and peer-assessment. To serve this intention, an explanatory sequential mixed method with questionnaires and interviews was used to obtain data. The questionnaires and reflective notes were analyzed using descriptive statistics, and the results of the interview were analyzed based on the qualitative thematic analysis technique. The findings show that there is no difference between EFL students’ perception and language skills. It was also indicated that self-assessment plays an essential role in engagement which informs constructs of e-portfolio. Further, a wider range of information on e-portfolio structure to deepen engagement was constructed. The conclusion profoundly informs and implicates instructional design and pedagogy in further study.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44344792","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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