Articles
<![CDATA[Using Roundtable Technique to Enhance the Eleventh Grade Students' Narrative Writing Achievement at MAN 2 Jember ]]>
<![CDATA[Ismatullah, Maulidiyah]]>;
<![CDATA[suharjito, bambang]]>;
<![CDATA[Andayani T, Made Adi]]>
<![CDATA[ EFL Education Journal Vol 3 No 3 (2016) ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v3i3.4770
<![CDATA[The objectives of this research were to improve the eleventh grade students'narrative writing achievement and their participation by using roundtable technique atMAN 2 Jember in the 2015/2016 academic year. The research design was classroom actionresearch. The subject area of this research was chosen purposively. The research subjectwas the eleventh science 1 which was chosen based on the observation and the previouswriting score from the English teacher. The data were collected by administering thewriting test, observation, interview and documentation. This research was done in 2 cycles.The results in each cycle showed improvement of the students narrative writingachievement and students' active participation. The results in Cycle 2 had met the criteria ofthe success that indicatedthat the use of roundtable technique could improve the students'narrative writing achievement and also their active participation in teaching and learningprocess of writing at MAN 2 Jember]]>
<![CDATA[Using Pop-up Pictures to Improve the Eighth Grade Students’ Vocabulary ]]>
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Wijayanti, Sheila]]>;
<![CDATA[Sukmaantara, I Putu]]>
<![CDATA[ EFL Education Journal Vol 3 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v3i2.7250
<![CDATA[This Classroom Action Research was intended to improve the VIII-C students’ participation and vocabulary achievement by using Pop-up Pictures at SMPN 1 Beji - Pasuruan. The research area was chosen by using purposive method. The data collection methods of this research were interview, observation, documentation, and vocabulary achievement test. The research participants were VIII-C students. This research was held collaboratively between the researcher and the English teacher. The research was done in two cycles while each cycle consisted of three meetings. The observation result in Cycle 1 showed that the average of the students’ participation was only 65%. It increased to 77.5% the observation result in Cycle 2. Additionally, there were only 65% students who got score 70 in Cycle 1 and it was 77.5% students got score 70 or higher in the vocabulary achievement test in Cycle 2. It means that the objectives of the research were successful. Keywords: Pop-up Pictures, Students' Participation, Students' Vocabulary]]>
<![CDATA[The senior high school students' perception on the use of Google Classroom in online English learning ]]>
<![CDATA[Kurniawan, Heri]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Ariyanto, Sugeng]]>
<![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.v9i1.29136
<![CDATA[This research was intended to describe the eleventh-grade students’ perception on the use of Google Classroom in online English learning at SMAN 1 Ngoro Mojokerto. Hence, this research used a descriptive research design because the objective of the study was to describe the students’ perception on the use of Google Classroom for online English learning during the pandemic. The data of this research were collected from the questionnaire. Further, the data of the research was calculated in the form of percentages and analyzed using quantitative analysis. The finding and discussion described the appropriateness of comfort, the content, efficient in use, language in Google Classroom application, clarity of the material, and fun to use. The result of the research showed that overall, the majority of the students had positive responses to every indicator and agreed that Google Classroom could facilitate them in an English classroom during pandemic situations. Keyword: Students’ Perception; Google Classroom; Online English learning]]>
<![CDATA[A Case Study of Students’ Anxiety in Speaking English And How They Cope The Feeling ]]>
<![CDATA[Triana, Desinta]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Rofiq, Annur]]>
<![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.v8i1.30864
<![CDATA[This study analyzes the factors of the students’ anxiety in speaking English and also explores the strategies used by the students to cope with their anxiety. The three participants of this study were selected from 36 students of X TKJ 1 in SMKN 2 Jember that experienced speaking anxiety as illustrated by Oxford. This study applied qualitative and quantitative case study design. Classroom observation was done four times to select the participants. The results of questionnaire and interview were analysed by using Miles and Hubberman’s model. The findings showed that the students in the English speaking class experienced excessive fear and anxiety. There were 2 participants who exhibited test anxiety and the other one exhibited communication apprehension. Their strategies to overcame the anxiety were; avoiding eye contact, relaxation, and asking for teachers’ help.]]>
<![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[Indonesian Teachers’ Perceptions of Students’ Problems and The Possible Causes when Speaking English in The EFL Classroom ]]>
<![CDATA[Anisatul Maysaroh]]>;
<![CDATA[Siti Masrifatul Fitriyah]]>;
<![CDATA[Bambang Suharjito]]>
<![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.v9i1.30466
<![CDATA[English Speaking skill plays an important role in communication for EFL learners, including those in Indonesia. However, the problem of speaking English is a frequently encountered topic of discussion in the body of literature and in educational contexts. There are various problems that are listed as the possible causes of language learners’ incompetence in speaking English from teachers’ perceptions which have to be investigated. In order to examine the teachers’ perceptions of students’ problems and possible causes when speaking English in the EFL classrooms, I interviewed three English teachers in a junior high school. Semi structured-interview was used to generate data, which were then analysed by using the Interactive Model of data analysis. The results indicated that lack of vocabulary, lack of confidence, fear of making mistakes and language anxiety as students’ problems in speaking. In addition, the teachers perceived the possible causes derived from both intrinsic and extrinsic factors such as students’ motivation or willingness to practice speaking English and the environmental factors like family support which hindered the students from delivering their best speaking performance.]]>
<![CDATA[Enhancing The Students’ Speaking Skill through Think-Pair-Share (TPS) at SMAN 4 Jember ]]>
<![CDATA[Muhammad 'Abduh Al Karim]]>;
<![CDATA[Mutiara Bilqis]]>;
<![CDATA[Bambang Suharjito]]>
<![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.v9i1.29925
<![CDATA[This research discussed about using think-pair-share (TPS) at the state senior high school in the online teaching and learning process during the covid-19 pandemic. This research aims To enhance the eleventh-grade students’ speaking skill and participation at state senior high school 4 Jember by using Think–Pair-Share (TPS). The design of this research is a Classroom Action Research (CAR) with thirty participants in the classroom to collect the data. The teacher said that the eleventh grade students had difficulties in speaking skill. They felt unconfident to speak. This problem made their speech less fluent. They also often pronounced the English words incorrectly and displayed grammar errors when speaking. Students’ participation in the learning process was low because they felt unconfident and afraid of expressing their ideas in oral speech. Kagan (1994) said that TPS is a cooperative learning strategy that can promote higher-level thinking. TPS has useful benefits, not only for the students but also for the teacher. The students are allowed to speak up in the class. They talk a lot in the class, have high motivation in speaking, and enjoy participating in the class is the characteristic of successful speaking activities. The findings of this study, it proved that Think-Pair-Share (TPS) strategy could enhance the students’ speaking skill at SMAN 4 Jember. It could be seen from the improvement of the students’ speaking test result in the first cycle. It happened because the students were encouraged to speak English by the pair and have a discussion in class. It creates positive atmosphere in sharing ideas about the material and the students can train their vocabularies and pronunciation.]]>
<![CDATA[The Analysis of Local Culture in the Indonesian ELT Textbook for Junior High School ]]>
<![CDATA[Rista Vanila]]>;
<![CDATA[Sugeng Ariyanto]]>;
<![CDATA[Bambang Suharjito]]>
<![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.v10i1.40443
<![CDATA[This study aimed to analyze the representation of local culture in the government published ELT textbook for Junior High School student. Cultural diversity has become the issue related to the use of English that plays a great role to categorize English speakers and English varieties (Shin, Eslami and Chen, 2011). The integration of cultural values in ELT materials have been studied for years. Culture has become an important role in language teaching and learning, because it is believed that language cannot be taught to learners without its cultural elements. Textbook as one of the material that is highly used among English learners might represent the racial diversity and cultural background, therefore it is important to analyze how and what kind of cultural elements are being represented to the learners on the textbook.]]>
<![CDATA[The Representation of Intercultural Values in the EFL Textbook for Senior High School ]]>
<![CDATA[Maharani, Mela Olivia]]>;
<![CDATA[Ariyanto, Sugeng]]>;
<![CDATA[Suharjito, Bambang]]>
<![CDATA[ EFL Education Journal Vol. 10 No. 2 (2023): Vol. 10. No. 2 JULY 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i2.40447
<![CDATA[Abstract: This study was intended to describe the representation of cultural values in the ELT English textbook for senior high school students. The data collection used in this research is a documentary method. The data analysis method was Critical Discourse Analysis and Semiotic Analysis, focusing on two layering meanings, denotative and connotative, used to analyze the discourse of visual and textual form. The findings showed that there were 27 Source Cultures, 23 Target cultures, and 18 International cultures in the form of texts and images.]]>
<![CDATA[Enhancing Enhancing The Eighth Grade Students Reading Compehension Achievement By Using Question-Answer Relationship (QAR) Strategy ]]>
<![CDATA[Sari, Shinta Permata]]>;
<![CDATA[Rofiq, Annur]]>;
<![CDATA[Suharjito, Bambang]]>
<![CDATA[ EFL Education Journal Vol. 9 No. 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.31041
<![CDATA[This research was aimed at improving the eighth-grade students’ reading achievement and their participation during teaching-learning process using the Question-Answer Relationship (QAR) Strategy. This research applied Classroom Action Research (CAR) design with grade eight students of secondary school at junior high school as the research participants. The data were analyzed using descriptive statistics to know the improvement of the students’ reading comprehension achievement and the students’ participation after being taught reading using QAR strategy. This research was conducted in 1 cycle consisted of five meetings. The result of this research showed that the use of QAR Strategy could improve the students’ reading comprehension achievement and the students’ participation during the teaching and learning of reading.]]>
