Articles
<![CDATA[Enhancing the Students’ Reading Comprehension Achievement through Skimming and Scanning Techniques in Senior High School ]]>
<![CDATA[Arifitriyanti, Ikhlasil Amalia]]>;
<![CDATA[Wijaputra, Bambang Arya]]>;
<![CDATA[Sukmaantara, I Putu]]>
<![CDATA[ EFL Education Journal Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v8i3.23787
<![CDATA[This research was intended to enhance the students’ participation and reading comprehension achievement by using Skimming and Scanning Techniques at MAN 1 Jember that was conducted collaboratively with the English teacher. The design of the research was classroom action research. The research participants was the X IPA 4 grade students of MAN 1 Jember. The implementation of skimming and scanning techniques could improve the tenth IPA 4 grade students’ active participation in the reading teaching learning process. The result of the observation showed that the percentage of students’ active participation improved from 75.76% in meeting 1 to 78.79% in meeting 2. Furthermore, the implementation of skimming and scanning techniques could enhance the tenth IPA 4 grade students’ reading comprehension achievement in the reading teaching learning process. The result of the reading test showed that the percentage of the students who got at least 75 was 78.79% or 26 students of 33 students. Based on the result above, it could be concluded that both the result of observation and reading comprehension achievement test had achieved the success criteria of this classroom action research in cycle 1.]]>
<![CDATA[The Teachers’ Perceptions Towards The Use of The Textbook Developed by Erlangga for Eleventh Grade Students ]]>
<![CDATA[Dewi, Zevikurniasari]]>;
<![CDATA[Sukmaantara, I Putu]]>;
<![CDATA[Wijaputra, Bambang Arya]]>
<![CDATA[ EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v8i1.30858
<![CDATA[Textbooks have a vital role in the teaching and learning process, especially in a foreign language classroom. Unfortunately, not all the published textbook are appropriate to be used in the classroom. Therefore, this study focuses on teachers‟ perception towards the use of eleventh-grade textbook developed by Erlangga. The research design was descriptive qualitative. The research participants were teachers. Measured using Tentative Evaluation Checklist ByNimechisalem and Mukundan.The Participants were eleventh-grade teachers from MAN 1 and MAN 2 Jember. Based on the result from eleventh-grade teachers‟ perceptions showed that The English Textbook published by Erlangga have the most weakest aspect that need more development.]]>
<![CDATA[Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers ]]>
<![CDATA[David Imamyartha]]>;
<![CDATA[Eka Wahjuningsih]]>;
<![CDATA[Areta Puspa]]>;
<![CDATA[Mitasari Mitasari]]>;
<![CDATA[Siti Masrifatul Fitriyah]]>;
<![CDATA[Rizki Febri Andika Hudori]]>;
<![CDATA[Rika Andayani]]>;
<![CDATA[Zakiyah Tasnim]]>;
<![CDATA[Aan Erlyana Fardhani]]>;
<![CDATA[Siti Sundari]]>;
<![CDATA[Bambang Arya Wijaputra]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.9855
<![CDATA[Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles. ]]>
<![CDATA[Senior High School English Teachers' Knowledge of Intercultural Values ]]>
<![CDATA[Novia Astri Maulidya]]>;
<![CDATA[Bambang Arya Wija Putra]]>;
<![CDATA[Areta Puspa]]>
<![CDATA[ EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i1.30470
<![CDATA[The objective of this research was to know the level of senior high school English teachers’ knowledge of intercultural values. The study was concerned with the English teachers’ knowledge of intercultural value which is using a quantitative method, specifically, a survey study because it helped to describe the attitude, opinions, behaviors, or characteristics of the population. In this study, the participants included 66 in-service Senior High School English teachers from different public school around Jember from the total number 207 of senior high school English teachers in Jember. The participant selected was using random sampling by delivering the questionnaire to all of Senior High School English teachers in Jember. The data of this study used Cultural Intelligence Scale (CQS) which contains 20-item scales. The result of this study showed that among four dimensions of CQS, all of them got high level of senior high school English teachers’ knowledge of intercultural value which in this case very important for teachers to communicate across various culture]]>
<![CDATA[The Use of Bamboo Dancing Technique to Improve the Eleventh Grade Students’ Speaking Achievement ]]>
<![CDATA[Uli Dwi Setiawan]]>;
<![CDATA[Bambang Suharjito]]>;
<![CDATA[Bambang Arya Wija Putra]]>
<![CDATA[ EFL Education Journal Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v8i3.28405
<![CDATA[This classroom action research was aimed at improving the eleventh-grade students’ speaking achievement using the bamboo dancing technique and to know the improvement of their participation during the teaching and learning process. The research participants were the XI-IBB 1 students chosen purposively. The students’ speaking scores and observation data were analyzed using descriptive statistics. The results showed that the use of the bamboo dancing technique could improve the students’ speaking achievement and their participation in speaking class. The students who got targeted scores were improved from 70.83% in Meeting 1 to 83.33% in Meeting 2. It was suggested for English teachers to apply the bamboo dancing technique in speaking class.]]>
<![CDATA[Investigating An English Teacher’s Strategies to Teach Vocabulary through A Visual Memory Media in A Thai Junior High School ]]>
<![CDATA[Salwanee Waehama]]>;
<![CDATA[Siti Masrifatul Fitriyah]]>;
<![CDATA[Bambang Arya Wijaputra]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.34974
<![CDATA[Abstract This study is entitled “Investigating an English teacher’s strategies to teach vocabulary through a visual memory media in a Thai junior high school” its aims were to helping the students in learning vocabulary and then investigating an English teachers to adapt media in teaching vocabulary. More specifically, it investigates identify the teachers implement the strategies. This research was qualitative research. In collecting the data, observation and interview were applied. The data were analyzed by thematic analysis based on Braun and Clark (2006). The findings of the analyzed choose three English teachers’ of the junior high school at Pattana Islam School. Each teacher there are different media to implement teaching vocabulary more specifically combination the visual to appropriate with level of students. It can see, the students more focusing and enthusiastically concern in leaning the vocabulary. Keywords: English teachers, Media, Vocabulary]]>
<![CDATA[Investigating Junior High School Students Perceptions on the Use Of Textbook "When English Rings A Bell" for Learning English Reading Materials in the Classroom ]]>
<![CDATA[Alfathi Finna Hari]]>;
<![CDATA[Bambang Arya Wijaputra]]>;
<![CDATA[Rizki Febri Andika Hudori]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.37603
<![CDATA[This research aimed to enhance the eighth grade junior high school students’ on the use of textbook for learning reading materials in the classroom. In this research, the researcher was not intended to establish and prove hypotheses but it was aimed to describe the students’ perceptions on the use of textbook for learning reading English materials in the classroom. The participants of this research were six students of the 8th-grade students at SMPN 2 Mojowarno. The design of this research was descriptive qualitative method. The research instrument of this research included the interview with two students were with the highest scores, two students were with the middle scores, and two students were with the lowest scores in English which were then analyzed thematically. The findings showed that the students’ perceptions were divided into five themes: students’ interest, textbook layout, students’ difficulties, students’ experiences, and students’ benefits]]>
<![CDATA[The Effect of Using Digital Storytelling on Students' Listening Comprehension ]]>
<![CDATA[Puspitasari, Ayuni Iswiyana]]>;
<![CDATA[Putra, Bambang Arya Wija]]>;
<![CDATA[Wahjuningsih, Eka]]>
<![CDATA[ EFL Education Journal Vol 11 No 1 (2024): Vol. 11. No. 1 MARCH 2024 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v11i1.48102
<![CDATA[This study is a quasi-experimental study using a post-test-only design. The purpose of the study is to determine if there is a significant effect of digital storytelling on the listening comprehension of eleventh-grade students. The population of this research was eight classeso f eleventh-grade students at SMAN 1 Kencong in the 2023/2024 academic year. Data was collected through a listening test. The data was statistically analyzed using a t-test with SPSS. Based on the results, the mean score of the experimental group (80.00) was higher than the control group (63.00). The significant (2-tailed) showed a value of 0.000 which was lower than 0.05. The results prove that there is a significant effect of using Digital Storytelling on students' listening comprehension on eleventh-grade students at SMAN 1 Kencong in the 2023/2024 academic year. Therefore, it is suggested to English teachers, students, and future researchers to use the results of this research as a reference.]]>
<![CDATA[The Effect of Using Digital Storytelling on Students' Listening Comprehension ]]>
<![CDATA[Puspitasari, Ayuni Iswiyana]]>;
<![CDATA[Putra, Bambang Arya Wija]]>;
<![CDATA[Wahjuningsih, Eka]]>
<![CDATA[ EFL Education Journal Vol 11 No 2 (2024): Vol. 11. No. 2 JULY 2024 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v11i2.47750
<![CDATA[This study is a quasi-experimental study using a post-test-only design. The purpose of the study is to determine if there is a significant effect of digital storytelling on the listening comprehension of eleventh-grade students. The population of this research was eight classes of eleventh-grade students at SMAN 1 Kencong in the 2023/2024 academic year. Data was collected through a listening test. The data was statistically analyzed using a t-test with SPSS. Based on the results, the mean score of the experimental group (80.00) was higher than the control group (63.00). The significant (2-tailed) showed a value of 0.000 which was lower than 0.05. The results prove that there is a significant effect of using Digital Storytelling on students' listening comprehension on eleventh-grade students at SMAN 1 Kencong in the 2023/2024 academic year. Therefore, it is suggested to English teachers, students, and future researchers to use the results of this research as a reference.]]>
<![CDATA[Improving The Eighth Grade students' Reading Comprehension Achievement Through Jigsaw IV ]]>
<![CDATA[Firmansyah, Martha Eka]]>;
<![CDATA[Wijaputra, Bambang Arya]]>;
<![CDATA[Andayani, Made Adi]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35248
<![CDATA[Abstract: this research was intended to improve the eighth grade students’ reading comprehension achievement and participation by using Jigsaw IV Technique in one of junior high schools at Bondowoso. The reaserch design was Class Action Research with the research participant were the VIII B grade. The average results of students’ participation in cycle 1 achieved the minimum target percentage that is 75% based on table 4.3. Besides, the result of reading comprehension test showed that there were 19 students (79%) achieved the criteria of success and 5 students (21%) got ≤ 65. Hence, Implementing Jigsaw IV could improve students’ reading comprehension achievement and students’ participation. Moreover, Jigsaw IV technique made the students actively participated in the teaching learning process and the Jigsaw IV activities were more interesting for the students. Jigsaw IV technique be able to accustomed the students to create cooperative situation in the class activities.]]>
