Articles
<![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 Highlighting Students’ Voices of Learning English Through Project-Based Learning During Covid-19 Pandemic: A Case Study ]]>
<![CDATA[Rahmania, Vina Kautsar]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Hudori, Rizki Febri Andika]]>
<![CDATA[ English Learning Innovation Vol. 4 No. 2 (2023): August ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/englie.v4i2.27136
<![CDATA[All the students need to adapt to the new version of the learning and teaching process. The use of project-based learning in the COVID-19 pandemic can help students who struggle to make an interaction with other students. This approach can help vocational high school students more easily understand the topic by using projects that relate to their workplace. This project aimed to explore the students’ voices using Project-based learning in English learning in the pandemic era. This case study used semi-structured interviews to interview five students from one of the vocational high schools in Jember that had already used the project-based learning method during a pandemic. This research results show that project-based learning was one method teachers might employ to help students learn English. The student’s English abilities and creativity could be enhanced while developing the project.]]>
<![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.]]>
<![CDATA[Exploring Senior High School English Teachers’ Problems of Classroom Management and Their Strategy in Online English Teaching and Learning process: A Case Study ]]>
<![CDATA[Lutfiana S., Putri]]>;
<![CDATA[Suharjito, Bambang]]>;
<![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.v11i2.49637
<![CDATA[During Covid-19 the teaching-learning system is carried out online around the world. In Indonesia, the online learning system is something new. It is undeniable that many obstacles arise when teaching online. The aim of this study was to explore senior high school English teachers’ problems of classroom management and their solutions in online English teaching and learning process. The data collected from two English teacher at senior high school in Jember by using a case study and semi-structured interview to obtain detailed information on the research issue. Based on the results, some factors in classroom management problems faced by teachers were found. They were: Material provision, Technological Issues, Time management, Teacher and Students Interaction and Human Resources. Teachers have to improvised or adapting their method of teaching in short time during online classes to solve the problem. Both of the teachers used a different method of teaching. The first teacher used traditional approach using school radio to broadcast and the second teacher used Jam Board to made an interaction and monitoring the students. Therefore, it is suggested to another researcher who conduct further research on English teachers' problems in classroom management and solutions in the online English learning process, can use this research as a reference. Keywords: Online Classroom Management, Teacher teaching online experienced, Student Interaction.]]>
<![CDATA[Identifying the Needs of Accounting and Financial Students on ESP Material at Vocational High School ]]>
<![CDATA[Khotimah, Umi Kusnul]]>;
<![CDATA[Sukmaantara, I Putu]]>;
<![CDATA[Suharjito, Bambang]]>
<![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.v9i3.35226
<![CDATA[English for Specific Purposes (ESP) ensures designing course to meet learners’ needs. Two points determining the needs are target needs and learning needs as proposed by Hutchinson and Waters (1987). The purpose of this study was to find out the students’ needs of Accounting and Financial Department on ESP Material at Vocational High School. Many studies have been done related to needs analysis at university level. Thefore, this study focused on conducting needs analysis for the students at Vocational High School. This design of this study is survey research. The data were collected through needs analysis questionnaires that given to the tenth grade of Accounting and Financial department which consisted of 20 questions and the semi-structured interview presented for the English teacher and the subject teacher. This research used both qualitative and quantitative information to analyze the data. The results of the students’ responses questionnaire showed that the skill that the students needs for their future career was speaking skill and they also stated that the English materials they learnt did not accordance with their needs. The students were aware of what their needs and wants, therefore, the requirement of ESP materials was improtant for both the English teacher and the students]]>
<![CDATA[The Representation of Peace Values in The Indonesian ELT Textbook Entitled “Think Globally Act Locally†for the Ninth Grade. ]]>
<![CDATA[Ardiansyah, Rijalul Zidane]]>;
<![CDATA[Andayani T, Made Adi]]>;
<![CDATA[Suharjito, Bambang]]>
<![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.v11i1.45956
<![CDATA[The purpose of this study was to find out how the value of peace was represented and also what was the most dominant value of peace in the Junior High School English textbook entitled "Think Globally Act Locally". The researcher used Balasooriya's (2001) theory regarding the values of peace which were mentioned as inner peace, social peace, and peace with nature. Furthermore, this research used Critical Discourse Analysis (CDA) as a research design that focused on the visual semiotics of peace values. The research was conducted using Barthes' (1977) visual semiotics theory which used two layers of meaning, namely denotative and connotative, in analyzing visual objects. The findings showed that there were 13 images representing 3 groups of peace values, 2 of which contained 2 different peace values. Among them, the first 5 images were inner peace, the second 8 images were social peace and then followed by 2 images of peace in nature. This showed that the value of social peace was more dominant compared to other peace values.]]>
<![CDATA[Writing Assessment Methods Utilized by Senior High School English Teacher in Jember: A CASE STUDY ]]>
<![CDATA[Megawati, Enny]]>;
<![CDATA[Ariyanto, Sugeng]]>;
<![CDATA[Suharjito, Bambang]]>
<![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.v9i3.35192
<![CDATA[This research was aimed at writing assessment methods utilized by senior high school English teacher in Jember. This research applied qualitative method with grade eleven of English teacher as the research participants. The data were analyzed using thematic analysis to know the assessment methods employed by the senior high school English teacher. The result of this research shows that the teacher used process assessment and product assessment to assess students’ writing.]]>
