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All Journal English Education Journal Journal of Innovation in Educational and Cultural Research
Fahrur Rozi
Universitas Negeri Semarang, Indonesia
Education

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Creation of Humorous Situation By Flouting Conversational Maxims Accompanied By Facial Expression in “Friends” Faiz Maulida; Fahrur Rozi; Hendi Pratama
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51956

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.
The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement Leila Nurul Amali; Dwi Anggani Linggar Bharati; Fahrur Rozi
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52571

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.
The Effect of DuoLingo and SPADA to Teach Listening to Students with Different Achievement Levels Hadziq Najmuddin Purwanto; Abdurrahman Faridi; Fahrur Rozi
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.54417

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.
The Use of Quizizz to Develop Instructional PJBL Practices in Teaching Writing Nurul Septi yani; Fahrur Rozi; Katharina Rustipa
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.71606

Abstract

This research aims to explain the use of Quizizz to develop instructional PJBL practices in teaching writing to the eighth-graders of MTs Ihsaniyah Balapulang, Tegal. This research applied mixed-methods research design and the concurrent embedded design. There were 30% quantitative data which were collected through students’ formative assessment and 70% qualitative data which were collected through observation, documents, and interview. This study involved an English teacher and 19 students of MTs.Ihsaniyah Balapulang. The instruments used were observation checklist, interview, documentation, and formative test. The researcherss did the validity, reliability, practicality, authenticity and T-test. The T-test result shows that the sig (2-tailed) value is 0.00 <0.05 and the t-count (5.759) > t-count (2.1009). Thus, it can be concluded that the hypothesis used in this study was accepted. It means that the use of Quizizz to develop instructional PJBL practices can be said to be effective. The teaching and learning observation in the classroom also show that the English teacher was able to effectively conduct the teaching of writing recount text, and the students were enthusiastic about participating in writing lessons using PJBL and Quizizz. Therefore, Quizizz and PJBL can be considered as an effective approach to improve students’ writing.
Case Method and Scaffolding Technique Assisted by Supporting Technology: An Attempt to Train Students’ Academic Writing Stephani Diah Pamelasari; Risa Dwita Hardianti; Fahrur Rozi
Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v4i3.752

Abstract

Students still have problems achieving adequate writing skills in academic writing. Hence, the case method, scaffolding, and supporting technology are applied to help students improve their academic writing skills in the English for Specific Purpose (ESP) course. Therefore, this study aims to analyze the effectiveness of the case method and scaffolding technique assisted by supporting technology to train students' academic writing in ESP courses. The research was experimental research with a post-test-only non-equivalent control group design. The samples were 50 students of the Environmental Science Study Program. The instruments were the performance test of writing an essay and a questionnaire to determine students' responses to the learning process. The result shows Sig. (2 tailed) 0,05, indicating there is a difference between the academic writing of the experimental group and the control group. The mean score and writing aspect assessment of the experimental group are also higher than the control group. Therefore, it can be concluded that the case method and scaffolding technique assisted by supporting technology is effective in training students' academic writing, and it also reveals the case method's role in improving students' skills.
Co-Authors Abdurrahman Faridi Dwi Anggani Linggar Bharati Faiz Maulida Hadziq Najmuddin Purwanto Hendi Pratama Katharina Rustipa Leila Nurul Amali Nurul Septi yani Risa Dwita Hardianti Stephani Diah Pamelasari