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All Journal ELT Echo LINGUA: Jurnal Bahasa dan Sastra Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris English Community Journal ELS Journal on Interdisciplinary Studies in Humanities Edu-Ling: Journal of English Education and Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics JEES: Journal of English Educational Study PUBLIKASI PENELITIAN TERAPAN DAN KEBIJAKAN Journal of English Language Teaching and Learning (JETLE) UAD TEFL International Conference Language and Education Journal JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal of English Education and Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics
Dewi Sartika
Universitas Islam Ogan Komering Ilir Kayuagung
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Journal of English Education Program (JEEP)

 1 
THE ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING RECOUNT TEXT Sartika, Dewi; Khairinisaak, Khairinisaak; Asmara, Rekha
Journal of English Education Program Vol 3, No 1 (2022)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v3i1.50496

Abstract

The purpose of this research was to explain difficulties faced by the eighth graders of SMP Bait Qur'an in writing a recount text. Descriptive qualitative was used to investigate this research. To obtain the data, a written test and a questionnaire were applied. To analyze the obtained data, data reducing, data displayed, content analysis, and drawing a conclusion were applied. Then the data were analyzed using percentage analysis. The test results showed that most students had poor ability in writing a recount text. It could be seen that 12 students (54.54%) were very poor in writing content of the recount text, 15 students (68.18%) were very poor in the organization of the recount text, 12 students (54.54%) were very poor in the vocabulary of the recount text, 19 students (86.37%) were very poor in the grammar of the recount text, and 16 students (72.72%) were very poor in the mechanic of the recount text. Most students had difficulties understanding grammar use in a recount text. It happened because they were lack of knowledge about the recount text itself and less practice writing a recount text.
The Effect of Bumper Stickers Strategy to Improve Students"™ Reading Comprehension Viewed from Students"™ Reading Interest Saptarina, Eva; Sartika, Dewi; Amelia, Kiki Rizki
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71190

Abstract

Reading is essential for information acquisition, but students often struggle with understanding descriptive writing. To improve reading comprehension, educators could employ the Bumper Sticker strategy, using color-coded lists to help students grasp the text's main ideas. This study reports the effectiveness of the bumper sticker reading strategy in fostering students' reading interests. The quasi-experimental study comprised two groups of seventh-grade students, each consisting of 40 students. Data were gathered through a reading interest questionnaire and a multiple-choice reading comprehension test. Results reveal that the Bumper Sticker strategy effectively enhances reading comprehension aligned with students' interests. Notably, the conventional strategy also improves comprehension in alignment with students' interests. Lastly, the Bumper Sticker strategy is particularly effective for highly interested students. The recommendation is to employ the bumper sticker strategy, enabling students to create color-coded lists, thereby enhancing their comprehension of the material.
STUDENTS"™ ERRORS IN SPEAKING DESCRIPTIVE TEXT Pratama, Yogi; Sartika, Dewi; Asmara, Rekha
Journal of English Education Program Vol 3, No 2 (2022)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v3i2.54431

Abstract

To speak English fluently is a challenging ability for language learners in learning English. But, speech errors tend to cause students speaking difficulties. The point of this study was to describe the kinds of errors made by tenth-grade students at SMAN 1 Tanjung Lubuk when reciting descriptive text. This was a qualitative investigation. The study focused on SMA Negeri 1 Tanjung Lubuk's tenth-grade students in Academic 2019/2020. Recording or videotaping students' speaking performances, as well as English instructor scores, served as the research instrument in this study. The following steps were taken to analyze the data: a) data collection, b) error identification, c) categorization into error categories, d) statement of the relative frequency of error types, and e) identification of the target language's areas of difficulty, and f) therapy. The study's findings revealed that grammatical and speech errors were the most common types of speaking errors.  
Co-Authors Afionita, Devi Agus Wahyudi Amelia, Kiki Rizki Arief Pamuji Arif Pamuji, Arif Arinta Perlin Arriyani, Nurfisi Asmara, Rekha Budiyanto, Darmawan Dewi Septarani Eka Apriani, Eka Eka Mahendra Eko Prayitno Eva Saptarina Fachrul Islam, Ruckmana Gaya Tridinanti, Gaya Inka Sundari Khairinisaak, Khairinisaak Kiki Rizki Amelia Kiki Rizki Amelia, Kiki Rizki Kurnia Saputri, Kurnia Lanlan Muhria Manuhutu, Natalia Nery, Ratna Novia, Fitri Pratama, Yogi Rachmanita Rachmanita Rachmanita, Rachmanita Rachmanita, Rachmanita Ratna Nery Ratna Nery Rekha Asmara Rekha Asmara Rekha Asmara Rekha Asmara, Rekha Riska Yohana Rizki Amelia, Kiki Saptarina, Eva Saptarina, Eva Sri Winarsih Tiara Tripudiyana Yuris Tri Harli