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THE COMPLEXITY OF SENTENCE STRUCTURES IN READING TEXTS OF ENGLISH TEXTBOOKS USED FOR THE FIRST GRADE IN SENIOR HIGH SCHOOL Laeli Nur Ramdhani; I Made Sujana; Lalu Thohir; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 1 No. 2 (2021): JUL-DEC 2021
Publisher : Program Studi Pendidikan Bahasa Inggris

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This study aims to find out the complexity of sentence structure in the reading text of Grade X textbooks provided by several publishers. This research his descriptive qualitative with the support of some descriptive quantification. The source of data taken from reading texts used by senior high school students grade X published by Cultural and Educational Ministry of Indonesia, Yrama Widya, and PT. Tiga Serangkai Pustaka Mandiri. The data of this research are all sentences found in the reading texts e.g., descriptive text, recount text, and narrative text. The data of this research deal with complexity of sentence structure measured by the number of simple sentences, compound sentence, complex sentence, and compound complex sentence. The result of this study shows that each textbook contains different percentage of simple sentences, compound sentences, complex sentences, and sentences. The textbooks published by Kementrian Pendidikan dan Kebudayaan and Yrama Widia has the highest percentage of complex sentence (51.5%;37.9%, respectively). In contrast, the highest percentage in Tiga Serangkai Mandiri is simple sentence (55.7). The least percentage is compound sentence which can be seen in Kementrian Pendidikan dan Kebudayaan and Yrama Widia (8.6%, 4.6%, respectively). The small percentage of compound complex is shown in the textbook published by Kementrian Pendidikan dan Kebudayaan and Tiga Serangkai Mandiri (5.7%, 9.0%, respectively).

THE ANALYSIS OF GOOGLE TRANSLATE ACCURACY IN TRANSLATING PROCEDURAL AND NARRATIVE TEXT Sumiati; Baharuddin; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 2 No. 1 (2022): JAN-JUN 2022
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/j.v2i1.270

Translation is an activity to interpret a text from one language to another language without changing the content of the translated text. The objectives this research is: (1) to find out the accuracy of Google Translate in translating Procedural Text and Narrative Text and (2) to investigate which of the two text is translated more accurately comparing to the other text. This research uses descriptive qualitative method. There was one text for each text type, that is procedure text entitled “How to Make Special Fried Sandwich” wad divided into 31 sentences, and narrative text entitled “Surabaya” was divided into 20 sentences. The data using the accuracy rating assessment which consist of three categories that is accurate, less accurate, and not accurate. The researcher took three raters in evaluating the output of Google Translate. The result shows that the accuracy of Google translate in translating procedure text is accurate with average value of 79.57%, less accurate is 24.19%, and not accurate is 12.9%. And narrative text is accurate with average value of 86%, less accurate is 12.5%, and not accurate is 1.5%. It can be concluded that Google translate is more accurate in translating narrative text with 86%, whereas the procedure text is 79.57%.

STUDENTS’ PERCEPTIONS TOWARD COLLABORATIVE LEARNING STRATEGY FOR OVERCOMING SPEAKING ANXIETY AMONG STUDENTS OF AN ISLAMIC SENIOR SCHOOL Farizatul Aini; Muhammad Amin; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 2 No. 2 (2022): JUL-DEC 2022
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/j.v2i2.357

Anxiety is one of the most frequent problems in speaking a foreign language including English. High levels of anxiety prevent students from speaking English fluently. Therefore, teachers need to apply a strategy that can reduce these anxieties. One of the strategies is the collaborative learning strategy. This research aimed to find out students’ perceptions toward collaborative learning strategies for overcoming speaking anxiety. The research was conducted on eleventh-grade students at an Islamic Senior School in East Lombok regency. The total number of samples in this research was 33 students from XI social 4 class. This study was qualitative in nature since it used observation, a questionnaire, and an interview to collect the data. Students’ perception of using collaborative learning in learning speaking reached 85.5% based on the students' responses to the questionnaire, while data from the observation and interview reveal that the perception of using collaborative learning strategy in overcoming students’ speaking anxiety was positive because it can increase students’ confidence, help the students to understand the material easier, and make the students more active in the class. It can be concluded that collaborative learning strategy can help students to overcome their speaking anxiety.

THE ANALYSIS OF TEACHERS' STRATEGIES IN TEACHING READING AT SMAN 1 PRINGGARATA IN ACADEMIC YEAR 2022/2023 Maesri Latipah; Lalu Thohir; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 3 No. 1 (2023): JAN-JUN 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

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There are still many obstacles to comprehending the reading text faced by the students. Thus, the implementation of teacher strategies in teaching reading is needed. The main problem that teachers faced was that sometimes the students got high scores but did not truly understand how the reading was supposed to be done. Thus, in these cases, the learning process did not run effectively. The researcher selected a descriptive qualitative research as the research design. The purposes of the research to find out the types of strategies used in teaching reading, to explain the reasons of teachers use those strategies and to find out the mostly strategy used in teaching reading. The subjects of this research are three English teachers at SMAN 1 Pringgarata. This research showed that, there were four types of teachers’ strategies; Scaffolding, think-aloud, reciprocal, and QARs. The main reasons of teachers used those four types of strategies such as to guide and assist students in an appropriate reading process, to make students be critical in receiving more important information, to make create an effective learning process and to stimulate students in responding the questions by the teachers. Finally, in accordance to the previous explanations, the scaffolding was the strategy mostly used by the teachers at SMAN 1 Pringgarata.

Exploring Mr. Keating’s Teaching Style on Students’ Interest in Dead Poets.Society.Film Muhammad Naufal Razan Zhafran; Eka Fitriana; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.534

It is important for teachers to employ an effective teaching style that can inspire and motivate the students to learn more in the class. As Saswandi (2014) said learning may occur effectively if it is motivated by a strong interest and a strong interest can be developed by the teacher's style of instruction. Nowadays, a teacher can use films containing educational information and values as a reference to develop their teaching styles, such as the Dead Poet Society film. Therefore, to help teachers identify an effective teaching style, this study analyzed Mr. Keating's teaching style which left a good impact on the students’ interests portrayed in Dead Poets Society film directed by Peter Weir. This study was a descriptive qualitative study and the primary data were gathered from the dialogues and scripts of the Dead Poet Society. For collecting the data, note-taking was utilized. The analysis and findings revealed that there were five types of teaching styles identified from the film; expert teaching style, personal model teaching style facilitator teaching style, and delegator teaching style. Whereas these teaching styles affected the students’ individual interests, situational interests, and topic interests.

The Implementation of Rewards and Punishment on the Students' Motivation in English Learning at Junior High School of SMPN 7 Mataram Academic Year 2022/2023 Sulis Viana; Ahmad Junaidi; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.561

This research aimed to find out the implementation of rewards and punishment on the students’ motivation in English learning at eighth grade students’ of SMPN 7 Mataram in academic year 2022/2023. This study used a descriptive qualitative approach. The sampling technique consisted purposive sampling, which included 4 English teachers, and 40 students. The data was collected involved observations, interviews, and questionnaires. The researcher utilized data collection, data reduction, data display, and conclusion as analysis techniques. The results showed that the teachers respond positively to the students who showed a lack of motivation by conducting monitoring students’ behavior and their participation during learning process. Rewards and punishment were applied should be consider the condition and situation occurred in the classroom. Meanwhile, the teachers applied punishment by understanding the characteristics of each student so they did not feel uncomfortable, or disturbed their psychological. giving rewards made the students more diligent was 70%. 95% students were happy with rewards. Meanwhile, 87.5% students more responsible, and 82.5% students obey the rules and behave well. Therefore, it can be inferred that learning motivation has increased, and the students’ undesirable behavior has decreased.

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