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Publisher: Universitas Negeri Semarang   (Total: 76 journals)   [Sort by number of followers]

Showing 1 - 76 of 76 Journals sorted alphabetically
Accounting Analysis J.     Open Access   (Followers: 10)
ACTIVE : J. of Physical Education, Sport, Health and Recreation     Open Access   (Followers: 21)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
Biosaintifika : J. of Biology & Biology Education     Open Access   (Followers: 7)
Catharsis : J. of Arts Education     Open Access  
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : J. of Japanese Learning and Teaching     Open Access   (Followers: 3)
Dinamika Pendidikan     Open Access  
Economic Education Analysis J.     Open Access   (Followers: 1)
Economics Development Analysis J.     Open Access   (Followers: 4)
Edu Elektrika J.     Open Access   (Followers: 1)
Edukasi     Open Access  
ELT Forum : J. of English Language Teaching     Open Access   (Followers: 10)
English Education J.     Open Access   (Followers: 2)
Forum Ilmu Sosial     Open Access  
Geo-Image     Open Access  
Harmonia     Open Access  
Imajinasi : Jurnal Seni     Open Access  
Indonesian J. of Chemical Science     Open Access   (Followers: 1)
Indonesian J. of Conservation     Open Access  
Indonesian J. of Curriculum and Educational Technology Studies     Open Access  
Indonesian J. of Early Childhood Education Studies     Open Access   (Followers: 3)
Indonesian J. of Guidance and Counseling     Open Access  
Indonesian J. of History Education     Open Access   (Followers: 1)
Innovative J. of Curriculum and Educational Technology     Open Access   (Followers: 2)
Intl. J. of Active Learning     Open Access  
Intuisi : Jurnal Psikologi Ilmiah     Open Access  
J. of Economic Education     Open Access  
J. of Educational Development     Open Access   (Followers: 4)
J. of Educational Social Studies     Open Access   (Followers: 9)
J. of Edugeography     Open Access   (Followers: 2)
J. of Indonesian History     Open Access   (Followers: 4)
J. of Innovative Science Education     Open Access   (Followers: 1)
J. of Nonformal Education     Open Access   (Followers: 1)
J. of Physical Education and Sports     Open Access   (Followers: 6)
J. of Physical Education Health and Sport     Open Access   (Followers: 1)
J. of Primary Education     Open Access   (Followers: 14)
J. of Sport Sciences and Fitness     Open Access   (Followers: 15)
JEJAK : Jurnal Ekonomi dan Kebijakan     Open Access   (Followers: 1)
Joyful Learning J.     Open Access   (Followers: 1)
Jurnal Abdimas     Open Access  
Jurnal Bahan Alam Terbarukan     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Dinamika Manajemen     Open Access  
Jurnal Fisika     Open Access  
Jurnal Geografi     Open Access  
Jurnal Inovasi Pendidikan Kimia     Open Access   (Followers: 5)
Jurnal Kesehatan Masyarakat     Open Access   (Followers: 5)
Jurnal Komunitas     Open Access   (Followers: 1)
Jurnal MIPA     Open Access   (Followers: 3)
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian J. of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2, SJR: 0.206, CiteScore: 1)
Jurnal Sastra Indonesia     Open Access  
Jurnal Teknik Elektro     Open Access  
Jurnal Teknik Sipil dan Perencanaan     Open Access   (Followers: 1)
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Language Circle : J. of Language and Literature     Open Access   (Followers: 2)
Lisanul' Arab : J. of Arabic Learning and Teaching     Open Access   (Followers: 1)
Management Analysis J.     Open Access  
Pandecta : Jurnal Penelitian Ilmu Hukum     Open Access   (Followers: 1)
Public Health Perspective J.     Open Access  
Sainteknol : Jurnal Sains dan Teknologi     Open Access  
Scientific J. of Informatics     Open Access   (Followers: 1)
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Solidarity : J. of Education, Society and Culture     Open Access  
Unnes J. of Biology Education     Open Access   (Followers: 1)
Unnes J. of Mathematics     Open Access   (Followers: 3)
Unnes J. of Mathematics Education     Open Access   (Followers: 5)
Unnes J. of Mathematics Education Research     Open Access   (Followers: 10)
Unnes J. of Public Health     Open Access  
Unnes Law J.     Open Access   (Followers: 1)
Unnes Physics Education J.     Open Access   (Followers: 4)
Unnes Physics J.     Open Access   (Followers: 1)
Unnes Science Education J.     Open Access  
Wacana : Jurnal Sosial dan Humaniora     Open Access  
Similar Journals
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English Education Journal
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2087-0108
Published by Universitas Negeri Semarang Homepage  [76 journals]
  • The Effectiveness of Close and Explicit Reading Instructions to Enhance
           Reading Comprehension to Highy and Lowly Motivated Students

    • Authors: Windhariyati Dyah Kusumawanti, Dwi Anggani Linggar Bharati
      Pages: 1 - 9
      Abstract: This study was a quasi-experimental study aimed to find out theeffectiveness of close reading and explicit reading instructions to enhance the students’ reading comprehension to students with high and low motivation. The samples of this research were the second semester students of Islamic Business and Economics Faculty at Public Islamic Institute of Purwokerto in the academic year of 2016/2017. There were nine classes that belonged to Islamic Business and Economics Faculty. For the purpose of this study, there were only two classes selected to be the samples. The first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction. The result of this study showed that close reading instruction was not effective to enhance the students’ reading comprehension to students with high and low motivation. In addition, explicit reading instruction was also not effective to enhance the students’ reading comprehension to students with high and low motivation. Therefore, there was no interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and reading comprehension. To sum up, close reading and explicit reading instructions did not contribute a significant difference to enhance reading comprehension to the students with high and low motivation
      PubDate: 2018-03-07
      DOI: 10.15294/eej.v8i1.21995
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Effectiveness of Graphic Organizers and Gist Strategies on Students
           with Different Reading Habits in Reading Comprehension

    • Authors: Abdul Ayiz, Warsono Warsono
      Pages: 10 - 17
      Abstract: This study is an experimental research with a factorial design addressed to investigate the effectiveness of graphic organizers and GIST strategy to enhance reading comprehension of students with good and poor reading habits. The samples of this study were the twelfth graders of MA Sholahuddin Demak in the academic year of 2016/2017. There were two classes that became the samples of the study. Graphic organizers strategy was used in the first experimental group, and GIST strategy was used in the second experimental group. To answer research questions number one up to four, T-test was used; meanwhile, two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. The result of this study showed that graphic organizers and GIST strategy were effective to enhance reading comprehension of students with good and poor reading habits. In addition, there is no significant difference of the use of graphic organizers and GIST strategies to enhance reading comprehension for students with good and poor reading habits. In addition, there is no significant difference of reading habits in using graphic organizers and GIST strategies to enhance reading comprehension. At last, there is no interaction among graphic organizers, and GIST strategies, reading comprehension, and reading habits.
      PubDate: 2018-03-07
      DOI: 10.15294/eej.v8i1.21997
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Adjacency Pairs Patterns of Trumps’ Victory Interview in
           ‘60 Minutes’

    • Authors: Khomsa Bintana, Dwi Rukmini, Ahmad Sofwan
      Pages: 18 - 26
      Abstract: This research is descriptive qualitative research which focuses on adjacency pairs patterns of Trumps’ victory interview in ’60 Minutes’. The objectives of this study are to analyze the patterns realization of adjacency pairs in the interview, to evaluate the adjacency pairs contribution of the conversation flow in the “60 Minutes”, and to evaluate the pedagogical contribution. The subject of the research are Lesley Stahl, Donald Trump, Melania Trump, Donald Trump Jr, Eric Trump, Ivanka Trump, and Tiffani Trump. The writer collected the data through observation and documentation. There are two data collections that had been analyzed in this research. The data collection are the video of the interview and the transcription of the interview. The writer found some research results. First, there are six patterns of adjacency pairs found in this research. The following details are 45 data of question patterns, 17 data of assertion patterns, 7 data of request patterns, 4 data of assessment patterns, 1 data of compliment pattern, and 1 data of invitation pattern. The dominant data is the question patterns and the least data is the compliment and invitation patterns. The second is the contribution of conversation flow. Almost all the responses given by the speakers are preferred responses, so the conversation runs smoothly. Although, there are some dispreferred responses given but it does not decrease the meaning of the conversation. It gives effective contribution to the flow of the conversation. The third is this research has contribution to the theoretical and practical aspects. The theoretical contribution implicated to the theory development of linguistic especially conversation analysis and adjacency pairs. Meanwhile in practical contribution, this research can be used as reference in teaching English especially speaking.
      PubDate: 2018-03-08
      DOI: 10.15294/eej.v8i1.22044
      Issue No: Vol. 8, No. 1 (2018)
       
  • Realizations of Promising Speech Act by Students of English as a Foreign
           Language of Semarang State University

    • Authors: Ahmad Mubais, Ahmad Sofwan
      Pages: 27 - 34
      Abstract: To communicate with others requires the ability of communicative competence. The communicative competence covers discourse competence, linguistic competence, pragmatic competence, socio cultural competence and lastly actional competence. Pragmatic competence is such a communicative competence which is important to study in order to fill the gap among the speakers, especially students of English as a foreign language. The gap among the speakers of different languages can be decreased by the study of speech act in various languages and perspectives. The focus of this study is the analysis of pragmatic study that focuses on promising speech act delivered by Students of English as a Foreign Language of Universitas Negeri Semarang. The objectives of his study are concentration on analysing the realization of promising speech act by the students, the probable factors that influence the students in realizing promising speech act, how those factors influence students to realize a promise and what dominant strategy used by the students. This research is qualitative descriptive research. The source data of this research is document. In order to collect the data, there are two methods used in this research; DCT and Role play methods. The types in analysing the data are transcribing, coding, classifying and interpreting. The subjects of the research are 20 students of English as a Foreign Language of Universitas Negeri Semarang at sixth and eighth semester. There are 480 utterances of promising speech act produced by the students from the DCT and Role play data elicited. Based on the analysis, the study reveals that the students applied future action, promise-to-act and predictive assertion strategy to realize the promise. The probable factors that influence students to realize the promise are distance, dominance and imposition. Actually, those factors (distance, dominance and imposition) are not primary factors that impose the students in realizing the promise. Some situations with different combination of social parameters deliver different strategy. The different combination of the three factors in situation given and interference of students’ native language and pragmatic transfer in the language learning process also affects the respondents in realizing a promise strategy. The dominant strategy used by the students is future action strategy.
      PubDate: 2018-03-08
      DOI: 10.15294/eej.v8i1.22042
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Effectiveness of Vocabulary Self-Collection and Word Mapping
           Strategies for Teaching Vocabulary to Maritime Cadets With High and Low
           Metacognitive Awareness

    • Authors: Latifa Ika Sari, Djoko Sutopo
      Pages: 35 - 42
      Abstract: Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants.  Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies,  metacognitive awareness and vocabulary mastery.
      PubDate: 2018-03-13
      DOI: 10.15294/eej.v8i1.22127
      Issue No: Vol. 8, No. 1 (2018)
       
  • Comparison of Thematic Structure and Progression between English and
           Indonesian Exposition Texts Written by Undergraduate Students of UPI
           (Rhetorical Study)

    • Authors: Dwi Undayasari, Mursid Saleh
      Pages: 43 - 50
      Abstract: The research aimed to analyze the realization of thematic structure and progression in English and Indonesian exposition texts and explain the contribution of thematic structure and progression to the cohesion and coherence in English and Indonesian exposition texts. The research also aimed toexplain the differences and similarities between English and Indonesian in terms of coherence and schematic structure of the exposition text. Descriptive-qualitative design was used in this research considering of the objectives of the research. The sample of the research was taken from collecting English and Indonesian exposition texts written by undergraduate students of UPI. This study used the theory of Theme system developed by Halliday (1994), Eggins (1994; 2004), the theory of thematic progression proposed by Eggins (1994; 2004 as the framework to analyze the data) and the theory of coherence analysis proposed by Thornbury (2005). To figure out the differences and similarities between English and Indonesian exposition texts, it can be seen from the level of coherence (level of clause, sentence, and paragraph) and schematic structure of text. In level of clause, it can be seen from thematic structure and progression analysis. The result showed that the students write effectively orient the reader to what their texts are about either in English or Indonesian texts. Students used reiteration as much as zigzag pattern in their English in order to maintain the focus and reinforced the arguments in their texts but in Indonesian texts, students more reinforced the argument than maintain the focus to the arguments in their Indonesian texts. In level of sentence, the finding showed that English texts tended to use deductive style rather than inductive and mix style. While in Indonesian text, the use of inductive and mix types of paragraphs in Indonesian texts were more than in English texts. In level of paragraph, multiple paragraphs were dominant in students’ English texts but some Indonesian texts were managed unwell. Concerning in term of schematic structure, most of English texts consisted of the three generic structures of exposition texts but there were some Indonesian texts that was not given the reiteration or conclusion at the last paragraph.
      PubDate: 2018-03-13
      DOI: 10.15294/eej.v8i1.22129
      Issue No: Vol. 8, No. 1 (2018)
       
  • Using Self-Portrait Series and Video in Teaching Writing to Students with
           Low and High Motivation

    • Authors: Rena Listya Ningrum, Rudi Hartono
      Pages: 51 - 55
      Abstract: Taking selfie and recording video are two activities that are very usual nowadays. Students use and then upload them in their social media with some caption based to their activities or experience. This is an experimental research with 2x2 factorial design aimed to analyse the use of selfie series and video in writing recount text between students with high and low motivation. The sample of the study was eighth graders of SMP N 1 Kesesi in the academic year 2015/2016. There were two classes, selfie series was used in experimental group and video was used in control group which each class consist of 35 students. The result of the study shows that selfie series is effective with high motivation and low motivation. Video is effective with high motivation and low motivation but the score that video had gotten was not as higher as selfie series. To see the comparison, the use of selfie series is more effective to students with high motivationthan video. Video is more effective to students with low motivation than selfie series. But, there is no any interaction between the use of selfie series and and video to students’ motivation. To conclude, selfie series is effective, but the students’ motivations have no effect on the result.  
      PubDate: 2018-03-13
      DOI: 10.15294/eej.v8i1.22130
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Effect of Circ and Csr-Based Role Playing Game on Students’
           Reading Comprehension

    • Authors: Firman Wicaksono, Dwi Rukmini, Issy Yuliasri
      Pages: 56 - 65
      Abstract: This study presented the experimental research finding which its This study presented the experimental research finding which its
      objectives were to identify the effect of Cooperative Integrated Reading and Composition (CIRC)-based Role Playing Game and Collaborative Strategic Reading (CSR)-based Role Playing Game (RPG) on reading comprehension of the students with different learning styles. The subjects were 56 students from two classes of vocational High School in Pati with visual and auditory learning style. The two classes were randomly selected to be an experimental group I (CIRC-based RPG) and an experimental group II (CSR-based RPG). The data were obtained from questionnaire and pretest/ posttest. The findings revealed that the students of the experimental group I perform better on reading skill than the experimental group II; however it was not significant. The data showed CIRC- based RPG and CSR- based RPG were effective in improving students’ reading comprehension. Then, students’ learning styles, visual and auditory students, did not differ significantly from one another in their effect on the students’ reading comprehension (F<4.03 and p: .05). Finally, it was found that there was no interaction among teaching techniques, students’ learning style and reading comprehension.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22392
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Effectiveness of Coop-Dis-Q and Literature Circle Strategies in
           Teaching Reading Comprehension to Students with Different Personalities

    • Authors: IGede Arga Anggara, Mursid Saleh, Ahmad Sofwan
      Pages: 66 - 75
      Abstract: This study investigated the effectiveness of using Coop-Dis-Q (Cooperative-Discussion-Questioning) and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students. 2x2 factorial design of experimental research was carried out to collect the data from 88 eighth grade students of SMP N 1 Kandeman, Batang. Two experimental groups, A and B, were given two different treatments: Coop-Dis-Q and Literature Circle strategies. The result shows that the ρ = 0.00 for both Coop-Dis-Q and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students which verifies the effectiveness of both two strategies. It wa also found that Coop-Dis-Q is more effective than Literature Circle strategy in teaching reading comprehension since the mean value of post test Coop-Dis-Q shows higher score 27.18 and the value of ρ = 0.00. However, the result also shows that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of ρ = 0.310. Further, it was found that the ρ of strategy*type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence students’ reading comprehension achievement.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22135
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Comparison of Politeness Components between New Headway Intermediate
           Student’s Book and Bahasa Inggris SMA/MA/SMK/MAK Kelas X

    • Authors: Nizar Ibnus, Yan Mujiyanto
      Pages: 76 - 86
      Abstract: Politeness plays an essential role in communication. Politeness is presumably realized differently in textbooks written by native speakers and in textbooks written by non native speakers as they come from different cultural background.This study aims at investigating the difference of politeness realization in a textbook written by native speakers and a textbook by non native speakers.The subjects of the study were New Headway Intermediate Student’s Book and BahasaInggris SMA/MA/SMK/MAK Kelas X. Apart from the data taken from the textbooks, interview to two teachers who used the both textbooks were also conducted. The functional texts and model conversations displayed in the textbooks were analyzed using Brown and Levinson’s (1987) politeness strategies and Leech’s (1983) politeness principles.The findings reveal that the both textbooks employ all politeness strategies with equal percentages. In Headway, positive politeness is realized for 68%, bald-on record 24%, negative politeness 7%, and off record 2%. In BahasaInggris, positive politeness is realized for 71%, bald-on record 14%, negative politeness 11%, and off record 3%. Positive politeness are dominant in the both textbooks. Besides, the teachersreport they usually teach students explicitly and implicitly about the difference of politeness form one culture to another.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22157
      Issue No: Vol. 8, No. 1 (2018)
       
  • Realization of Speech Acts of Suggestion by EFL Learners of Universitas
           Negeri Semarang

    • Authors: Muh Imam Shofwan, Januarius Mujiyanto
      Pages: 87 - 95
      Abstract: This research is a pragmatic study about realization of speech acts of suggestion by EFL learners of Universitas Negeri Semarang. The primary objectives are to explain how EFL learners of Universitas Negeri Semarang realize the speech acts of suggestion, their realization of direct strategy, conventionalized form, indirect and the use of mitigation devices to produce suggestions. To this end, the data were gathered through Discourse Completion Task (DCT) and roleplay. The data were analyzed using Martinez-Flor’s (2005) taxonomy. 20 undergraduate students of EFL learners of Universitas Negeri Semarang were the respondents. The result showed that students realized their suggestion using conventionalized form more frequently than other strategies. The direct strategy was performed using performative verb more often. Conventionalized was form frequently realized by using modal should and need. Indirect strategy was performed by using hints more than impersonal. Moreover, the use of mitigating devices to redress the threatening toward the hearers’ face performed frequently by opener. It is expected that the findings of this study could encourage English language teachers particularly in teaching speech act of suggestion by using the most suitable approach.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22160
      Issue No: Vol. 8, No. 1 (2018)
       
  • The Host’s Politeness Strategies in Ellen Degeneres Reality Talk
           Show

    • Authors: Rajif Alif Ruansyah, Dwi Rukmini
      Pages: 96 - 106
      Abstract: Language has a significant role in communication. As social being, almost everyday people use language to communicate with others such as communication over the telephone or a direct conversation. In conversation there was a certain rule wich has to be learned to avoid misunderstanding. It was called politeness. Talk Show was television program that amuse poeple because of the conversation and joke in it. In this study the writer focused on Ellen Show inform the USAfor the following reasons. First, it was one favorite Talk Show in USA. Second, there are few people talking about politeness. Politeness can make relationship better with the other. Hence, the writer examined it in the talk show. The last, related to the data, the writer found the contribution of impoliteness used by the host to ELT.There were two data collection methods used in this research: the video of the talkshow and the transcription of the interview. Based on the analysis, the reseacher found kind of politeness strategies used by the host. There are four types of politeness strategies employed by Ellen Degeneres in the Ellen Show when having conversations with the guest star. They are bald-on record, positive politeness, negative politeness, and off-record strategy. The politeness strategies contribute to make the realitationship between people closer and make all learn how to appreciate others.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22161
      Issue No: Vol. 8, No. 1 (2018)
       
  • Evaluation of the Use of Attitude Resources in the Undergraduate
           Students’ Argumentative Speech

    • Authors: Yuni Awalaturrohmah Solihah, Warsono Warsono, Sri Wuli Firtiati
      Pages: 107 - 114
      Abstract: Appraisal Resources is the developmental theory of Halliday’s interpersonal meaning proposing by Martin and White (2005) in which it evaluates the language meaning in the discourse. This study focused on attitude as a subsystem of appraisal resources. This study investigated comparison of the use of attitude between high and low ability students in argumentative speech. This study employed qualitative research in the form of spoken discourse analysis to examine 16 argumentative speeches within the framework of Appraisal Resources (Martin & White, 2005). The instruments applied Argumentative Speech Rubric adapted by Brown (2003) and Stevens and Levi (2005) to assess high and low ability as well as the appraisal resources checklist to determine the distribution of appraising items of attitude in high and low ability students’ argumentative speech, especially in affect, judgement, and appreciation as the subsystems of attitude. This study revealed that both high and low ability students were more dominant to use appreciation in their speeches. Thus, this study showed that speeches of high and low ability students were more appreciative than emotional or judgemental to align their personal voices in conveying their utterances and building strong persuasion through argumentative speech.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22162
      Issue No: Vol. 8, No. 1 (2018)
       
  • Evaluation of the Use of Attitude Resources in the Undergraduate
           Students’ Argumentative Speech

    • Authors: Ivvon Septina Bella, Januarius Mujiyanto, Abdurrachman Faridi
      Pages: 115 - 122
      Abstract: Appraisal Resources is the developmental theory of Halliday’s interpersonal meaning proposing by Martin and White (2005) in which it evaluates the language meaning in the discourse. This study focused on attitude as a subsystem of appraisal resources. This study investigated comparison of the use of attitude between high and low ability students in argumentative speech. This study employed qualitative research in the form of spoken discourse analysis to examine 16 argumentative speeches within the framework of Appraisal Resources (Martin & White, 2005). The instruments applied Argumentative Speech Rubric adapted by Brown (2003) and Stevens and Levi (2005) to assess high and low ability as well as the appraisal resources checklist to determine the distribution of appraising items of attitude in high and low ability students’ argumentative speech, especially in affect, judgement, and appreciation as the subsystems of attitude. This study revealed that both high and low ability students were more dominant to use appreciation in their speeches. Thus, this study showed that speeches of high and low ability students were more appreciative than emotional or judgemental to align their personal voices in conveying their utterances and building strong persuasion through argumentative speech.
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22163
      Issue No: Vol. 8, No. 1 (2018)
       
  • Perceptions and The Implementation of Continuing Professional Development
           Through Publication Among English Teachers

    • Authors: Teguh Kasprabowo, Ahmad Sofwan, DwiAnggani Linggar Bharati
      Pages: 123 - 129
      Abstract: This article is part of bigger study aiming to investigate Junior High School English teachers’ perceptions of continuing professional development (CPD) and its scheme implementation through self-development, publication and innovation. This article highlights the implementation of CPD through publication. The study employed qualitative method The data was first obtained from the questionnaire distributed to 13 English teachers. The result of the data was presented in simple percentage. Later, to get deeper understanding 7 English teachers were selected conveniently out of the 13 teachers to be interviewed. Data analysis of CPD implementation of the teachers is used as the evidence of the practice. The findings showed that English teachers in this study had positive perceptions towards CPD scheme implementation through publication. In practice, however, only few teachers wrote or published their works. This condition was caused by the limited time of the teachers to write, the lack of training on writing and other responsibilities besides teaching they had to bear. To help teachers publish their works, assistant in the form of training by experts is needed. Teachers’ active participation in teachers’ forums helping them to write should also be encouraged. 
      PubDate: 2018-03-16
      DOI: 10.15294/eej.v8i1.22164
      Issue No: Vol. 8, No. 1 (2018)
       
 
 
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