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All Journal Journal of English Education and Teaching (JEET) JALL (Journal of Applied Linguistics and Literacy) Journal of Empowerment Community Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of English Education Program (JEEP)
Etika Rachmawati
Universitas Galuh
Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of English Education Program (JEEP)

 1 
THE USE OF SEMANTIC MAPPING TECHNIQUE IN TEACHING READING RECOUNT TEXT Tuti Maslahah Zahro; Etika Rachmawati
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (223.325 KB) | DOI: 10.25157/(jeep).v8i2.6427

Abstract

This study deals with the investigation of semantic mapping technique in teaching reading recount text.  It was intended to find out the teacher’s way in using semantic mapping technique in teaching reading recount text; and students’ perceptions toward the implementation of semantic mapping technique in teaching reading recount text.  In addition, the writer used the theory from Schmitt (2002, p. 44) who explained about teacher’s ways in implementing semantic mapping word technique in teaching reading comprehension. The writer used qualitative research with the type of case study involving an English teachers and the students of eighth grade. To collect the data, classroom observation, interview, and questionnaire were utilized.  The findings indicated that the teacher implemented the steps in conducting semantic mapping strategy as suggested by Schmitt (2002, p. 44. In addition, the students also enjoy the teaching learning process using the technique of semantic mapping. Furthermore, the major conclusion of this study indicated that the teacher was able to apply the semantic mapping technique that encourages the students to develop their reading skill.  Regarding the weakness of this research, the present study did not point out specific factors influencing students’ motivation in learning Semantic mapping. Thus, it is recommended that further researchers should investigate teacher’s perception on implementing the technique of semantic mapping  in the teaching-learning process. Keywords: reading comprehension, recount text, semantic mapping.
THE IMPLEMENTATION OF GOOGLE CLASSROOM TO TEACH READING NARRATIVE TEXT Guntur Esa Mukti; Etika Rachmawati; Wawan Tarwana
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.615 KB) | DOI: 10.25157/(jeep).v8i2.6434

Abstract

This paper reports the investigation of Google Classroom (GC) implementation to teach reading of narrative text to students of Vocational High School. It was purposed to  find out teacher’s strategy to implement GC to teach reading of the narrative text, students’ perception to the implementation of GC teaching reading of the narrative text, and teacher’s perception of the implementation of GC to teach reading of the narrative text. This study used qualitative research under case study approach to take data from participants. In this case, the participants were the tenth grade and an English teacher. Furthermore, observations, questionnaires, and interviews were media to collect the data. The results showed that the teacher used Google Classroom as a medium to share assignments and learning material that should be studied by the students. During the learning process was occurred, the teacher and students only need to open the learning material in their smartphone and discussed it together through questioning activities. Then, related to how the teacher taught reading to his students, the teacher applied several reading techniques. Furthermore, most of the students gave quite positive responses to Google Classroom. They agreed that by implementing Google Classroom as a learning medium, learning activities became more structured and enjoyable. Then, the teacher perceived this application helpful. He mentioned that this application made him easy to manage his class.Keywords: MALL, Google Classroom. Reading, Narrative text.
Cultural Content Analysis of English Textbooks for Senior High School Grade XI Plasita Agesti; Etika Rachmawati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9687

Abstract

To master a language, we must become familiar with its culture as well; for that reason, incorporating cultural content into them is crucial. But, this matter seems to have been neglected by teachers when choosing English textbooks since there are many sources of English textbooks nowadays. Thus, this study aims to determine the types of culture and determine the representation of culture in terms of four senses of culture in Bahasa Inggris XI and Bupena English for SMA/MA Grade XI. The data were collected by using two adapted checklists designed by Najmiatul Fauza (2018) and Ibnu Mustofa (2019). The findings revealed that in Bahasa Inggris XI target culture was presented predominantly and in the other book the most presented type of culture is source culture. This implies that the target culture is more exposed in Bahasa Inggris for Grade XI, whereas the source culture is more exposed in the other book. Regarding the representation of culture in terms of four senses of culture, Bupena English for SMA/MA Grade XI placed a greater emphasis on the representation of pragmatics sense, meanwhile, Bahasa Inggris XI focused more on the sociological sense. Similarly, neither of the English textbooks had any representation of the semantic sense. Finally, English textbooks should give more culturally diverse content at which each type of culture and each type of sense should be equally represented. Students’ awareness of the existence of other cultures will aid them in mastering the language.
Co-Authors A M Surachmat Adiyatsri Nashrullah Asep Dudi Kurnia Bambang Ruby Sugiarto Desi Nurani Guntur Esa Mukti Iskhak Said Leni Irianti Leni Irianti Leni Sapitri Mohamad Ijudin Plasita Agesti Rina Herlina Tuti Maslahah Zahro Wawan Tarwana