English Education
https://jurnal.uns.ac.id/englishedu
English Education JournalSebelas Maret Universityen-USEnglish Education2302-6413<p><span>Authors who publish with this journal agree to the following terms:</span></p><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol>The Role of L1 in English Language Acquisition Using Translanguaging Pedagogy of Indonesian EFL Students
https://jurnal.uns.ac.id/englishedu/article/view/60357
<p>In EFL environments when students' opportunities to use English are limited to the classroom, reducing their use ofi L1 to increase English fluency is frequently advocated in instruction. Recent research, however, have found thati students' partial use of L1 in translanguaging offers a variety of pedagogical benefits. This study looks at how advanced Indonesian high school students use and perceive L1 (Indonesian) in translanguaging during L2i (English) classroom activities. The study attempted to reveal context-sensitive findings about students' use of L1 in translanguaging in the EFL classroom and identify the effectiveness of the use of L1 in English class activities using translanguaging pedagogy by drawing on both quantitative data from a questionnaire answered by 29 third-year junior highi school students and qualitative data from classroom observations and in-depth interviews with three students from the same group. The quantitative questionnaire results revealed that, to varied degrees, all of the students used L1 during L2 activities. Data from classroom observations backed up the questionnaire results and indicated speech functions of children' partial L1 use in activities. Furthermore, the interview data revealed students' varied motives for and perceptions of their partial L1 use during such activities, emphasizing a distinct communication layer for translanguaging. Recommendations for pursuing communicative language instruction and translanguaging pedagogy in EFL classrooms are presented at the end of the paper based on the discussion of the findings.</p>Ratrika Pristy NugrahaeniAbdul Asib
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2022-05-292022-05-2910313815010.20961/ee.v10i3.60357Extensive Speaking Practice for Instagram Live Shows: A Narrative Inquiry Research in an EFL Context
https://jurnal.uns.ac.id/englishedu/article/view/58849
Acquiring second language skills needs both cognitive and affective filters. Furthermore, Covid-19 pandemics changed how people learn EFL through mobile phones or computers in which learning speaking takes place. This research tells how the researcher’s experiences with Instagram live shows can reveal her extensive speaking practice and how using Instagram live shows as extensive speaking practice can enhance her speaking skills. This study is an autobiographical case study in narrative inquiry design which collected the researcher’s experiences when conducting Instagram live shows. The data for this paper were taken both from non-narrative data and narrative data. The non-narrative data were from video documentation of Instagram live shows collected in 2020, while narrative data were from written Learning Language Histories (LLHs). The data, then, were analyzed thematically. The study found that Instagram live streaming practices reveal extensive speaking principles focusing on an autonomous learning journey that positively improved the researcher’s intercultural communication skills, communication skills and strategies, learning network opportunity, and most notably speaking skills. Instagram live streaming pushed the researcher to have extensive speaking practices which enabled her to have more output of the learned language, English, at an advanced level. The output gave the awareness of language elements and language skills. Besides, the practices also developed the researcher’s positive attitudes such as confidence and fluency.Fatiha Najma YustisiaNgadiso NgadisoMuhammad Asrori
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2022-05-292022-05-2910315116610.20961/ee.v10i3.58849Transitivity Analysis of Eleventh-Grade Students’ Explanation Texts at One of Vocational High Schools in Klaten
https://jurnal.uns.ac.id/englishedu/article/view/59643
<p>This study aims at discovering the transitivity processes appeared in the explanation texts that were written by the eleventh-grade students at one of vocational high schools in Klaten and the most dominant type of processes applied. The data of this study were 10 explanation texts written by the respondents. Furthermore, the descriptive quantitative method was used to analyze the data. The results of this study discovered that there were four processes appeared in all of the texts. The processes were material processes which appeared 81 times (59.12 %), relational processes 40 times (29.19 %), mental processes 11 times (8.02 %), and existential processes 5 times (3.65 %). Hence, the most dominant process applied was material processes. This showed that students were aware of how explanation text should be written based on the meaning and function, which is explaining the process of how a phenomenon happens or works.</p>Dita Musthika Nara Indra KencanaIsti'anatul HikmahAdria Vitalya Gemilang
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2022-05-292022-05-2910316717810.20961/ee.v10i3.59643The Shifts of Self-Directed Professional Development from A Secondary School EFL Teacher to A University Lecturer
https://jurnal.uns.ac.id/englishedu/article/view/60693
<p>This narrative atudy described the shifts my self-directed professional development as a secondary school EFL teacher and a university lecturer. The data in this study were gathered from written reflections on my lived-experiences during my formal teaching career from 2016-2022. The data were analyzed using thematic coding. The findings signified several self-directed PD activities that I did during my career. I spent a lot of time improving my English proficiency when I taught in a Cambridge secondary school as well as creating and modifying engaging learning activities for my students. When I moved to university, I put emphasis on better understanding of the subjects I taught by reading reference books and journals. While I used internet for my own learning purposes when I became a secondary school EFL teacher, I used it to assist my duties and recorded my students’ works in university. Several environmental factors might influence self-directed PD such as the culture of the institution, peer-teachers, and duties of the profession. It implied the need of continuous PD for English educators which may differ from one teaching context to another as well as the importance of maintaining self-motivation to give the best meaningful learning experience for the students’ growth.</p>Atin Kurniawati
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2022-05-302022-05-3010317919110.20961/ee.v10i3.60693An Analysis of Reading Tasks in "Pathway to English" Textbook: Bloom's Taxonomy Perspective
https://jurnal.uns.ac.id/englishedu/article/view/54734
A task in a textbook plays a crucial role in the learning process. The sufficient task helps students to practice their skills. The investigation of the cognitive levels of reading tasks and the form of higher-order thinking questions in the reading tasks within the Pathway to English textbook is the aim of this descriptive qualitative study. The data were collected through document analysis and expert judgment with one of the English teachers in Surakarta. Subsequently, the percentage and the frequencies of the cognitive level of questions were calculated and tabulated. Afterward, the results showed that the reading tasks do not fully cover all cognitive levels, missing creating levels. It was also revealed that there are four forms of higher-order thinking questions. Even though there are various forms of higher-order thinking questions in the reading tasks, it still has a weakness. In addition, this study recommends that textbook authors advance the questions with higher-order thinking skills. It is expected that this study will be able to provide insight into textbook selection for English teachers and serve as a consideration for future researchers interested in the same topic.Galuh Putri UtamiJoko NurkamtoKristiandi Kristiandi
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2022-05-302022-05-3010319120010.20961/ee.v10i3.54734The Implementation of Indirect Corrective Feedback to Improve Eleventh Graders’ Writing Performances
https://jurnal.uns.ac.id/englishedu/article/view/60839
<span class="s2"><span class="bumpedFont15">Written corrective feedback </span></span><span class="s2"><span class="bumpedFont15">is</span></span><span class="s2"><span class="bumpedFont15"> an effective way of improving students’ writing. Numerous previous studies have demonstrated this. Teachers are free to choose their corrective feedback. There are several types of corrective feedback that can be employed in the writing classroom, such as direct, indirect, and metalinguistic feedback. This paper discusses the use of indirect corrective feedback in the writing classroom. The research aims to</span></span><span class="s2"><span class="bumpedFont15"> improve students’ writing performances using indirect corrective feedback. This study uses classroom action research, and the participants of this study are 24 eleventh grade students in Karanganyar. The main data of the research is based on the students’ writing papers. The study is conducted in five meetings with 4 steps of the classroom action research procedure: planning, implementing, observing, and reflecting. The writing test in pre-research and</span></span><span class="s2"><span class="bumpedFont15"> at</span></span><span class="s2"><span class="bumpedFont15"> the end of each cycle are used to measure students’ improvement. The findings of this study indicate that indirect corrective feedback is effective in improving students’ writing skills, as evidenced by the improvement of the students’ writing scores.</span></span>Firda ApriliaDewi RochsantiningsihSri Haryati
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2022-05-302022-05-3010320121210.20961/ee.v10i3.60839