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AN ANALYSIS OF ADJACENCY PAIRS IN SPEAKING CLASS AT CEC KAMPOENG PARE MATARAM 2022 Purnawan Aropi; Sahuddin; Yuni Budi Lestari
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.v2i1.271

This study aimed at finding and analyzing the types of Adjacency Pairs and their preference structures used by a teacher and students in speaking class. This study used a descriptive research method using changing observer. The sample included teacher and students of 2nd Level speaking class at Cake English Course (CEC) Kampoeng Pare Mataram. The data were collected using video recording then transcribed to be analyzed. The study shows that there are eleven types of adjacency pairs and seven of their preference structures discovered in teaching learning process. The first type is question – answer in which its preference structure is expected as preferred response and unexpected as unpreferred one. The second type is request – acceptance/rejection which acceptance is as preferred and rejection as unpreferred response of its preference structure. The next type is apology – acceptance/refusal in which both preferred and unpreferred occurred as preference structures in this type. Then, complaint – apology/denial was found in which its preference structure is preferred and unpreferred. Furthermore, invitation – acceptance in which its acceptance response is known as preferred response in preference structure. Lastly, suggestion – disagreement and offer – rejection, each of this pair has its preference structure in formed of unpreferred. However, announcement – acknowledgment, greeting – greeting, summon – answer and closing – closing adjacency pairs also occurred in this study, yet their preference structure does not exist.

ENGLISH TEACHERS’ STRATEGIES IN INCREASING STUDENTS’ LEARNING MOTIVATION: A CASE STUDY AT CAKE ENGLISH COURSE KAMPUNG INGGRIS PARE MATARAM Lalu Sony Jaya; Amrullah; Sahuddin
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.v2i1.276

This research was conducted to find out and describe English Teachers’ strategies in increasing the students’ learning motivation. This is a descriptive qualitative study. Data sources were from three English teachers and first level students of Cake English Course Kampung Inggris Pare Mataram. Observation, interview, and questionnaire were used to collect the data from three teachers and students. It also used simple strategies to discuss inquiry strategy, expletory strategy, and instructional strategy applied by teacher in teaching. The results of observation, interview, and questionnaire proved that English teachers’ strategies in teaching have motivated the students to learn English. Based on the findings, it can be concluded that strategies used by the English teachers to increase the students’ learning motivation in teaching English are: speech strategy, discussion strategy, question and answer strategy, punish and reward strategy, homework strategy, group working, approach method, jokes, games, telling story, and using some media. Among those strategies, it is found that inquiry strategy could be used to increase and motivate their students’ learning moderately. The students of Cake English Course Kampung Inggris Pare Mataram have good responses to the English teachers who applied many kinds of strategies in teaching. The responses were shown from the students’ motivation – instrumental or innate - in following the teaching and learning activities.

AN ANALYSIS OF GENERIC STRUCTURE ON RECOUNT TEXT WRITTEN BY ACCELERATED STUDENTS AT SMAN 1 PRAYA TENGAH IN ACADEMIC YEAR 2021/2022 Baiq Wilda Muliadi; Sahuddin; Udin
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.v2i2.359

This study attempted to find out how the generic structure on recount text is written by accelerated students at SMAN 1 Praya Tengah in academic year 2021/2022. The method applied was the qualitative technique. The population of the research was accelerated students at SMAN 1 Praya Tengah with the samples as many as 20 students. Many students wrote recount texts appropriately based on the generic structure required but others still needed to learn more. The class mean score of the students' test results is 22.9 while the highest and lowest scores from 20 students in an accelerated class are 28 and 12 respectively. The students' test results in each generic structure have been calculated and it shows that the orientation is 8.9, series of events 7.5, and re-orientation 6.5. The highest and lowest percentages of all are 38.86% and 28.38%. As a result, the students understand orientation better than a succession of events and re-orientation.

SPELLING ERROR ANALYSIS IN WRITING RECOUNT TEXT BY THE NINTH-GRADE STUDENTS OF SMP NEGERI 1 SUMBAWA ACADEMIC YEAR 2022/2023 M. Givan Fachrezzy; Sahuddin; Baharuddin
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.v2i2.362

The aims of this study are to find out the types of spelling errors made by the ninth-grade students of SMPN 1 Sumbawa by determining students writing and to find out the causes of spelling error made by students. In addition, this study uses the theory from Bestgen and Granger (2011) in their journal entitled “Categorizing Spelling Error to Assess L2 Writing” that discussed about the category of spelling errors. Furthermore, this research applies descriptive qualitative in which the researchers collected the data from students writing tasks and found the spelling error of three words classification which are adjective, noun and verb. The researchers found six types of spelling errors which are addition, omission, substitution, transposition, word segmentation, and multiple error letter. In addition, there are three main causes of spelling error found such as the influence of Indonesian spelling, lack of vocabulary, and spelling difficulties

THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR SPEAKING ABILITY AT EIGHT-GRADE STUDENTS OF SMPN 1 PRINGGABAYA ACADEMIC YEAR 2022/2023 Makmur Hadi; Sahuddin; Lalu Jaswadi Putera
Journal of English Education Forum (JEEF) Vol. 3 No. 1 (2023): JAN-JUN 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/j.v3i1.454

For the academic year 2022–2023, this study aims to know the correlation between speaking ability a and vocabulary mastery at the eighth graders of SMPN 1 Pringgabaya's vocabulary and speaking proficiency. This study used quantitative methodologies and samples from as many as eleven classes in class VIII, with a representative from each class. The duration of this study was roughly six weeks. 33 students took multiple choice vocabulary examinations with up to 25 questions, and within 5 weeks, speaking assessments were given to the students. In addition, the average score for male vocabulary mastery was 58 and the average score for speking mastery female was 67.33. The average vocabulary mastery score for male was 63.33, and the average score for female speaking ability was 66.11. It can be said that there is no correlation between the 8th students at SMPN 1 Pringgabaya's vocabulary proficiency and their speaking skills. As a result, the alternative hypothesis (Ha) is disproved while the null hypothesis (Ho) is accepted. This indicates that the hypothesis assumption's correlation value is less than the significant value (Rxy rt).

The Analysis of Reading Comprehension Question Levels in English Textbook for Vocational High School Based on Revised Bloom's Taxonomy Intan Kumala Sari; Sahuddin; Yuni Budi Lestari
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.v3i2.566

Reading question is one of the tools that can improve students’ critical thinking. In teaching and learning process, providing questions at the HOTS level really helps students to improve their comprehension. This study aims to analyze the category of cognitive levels in reading questions based on Revised Bloom’s Taxonomy in English textbook “forward an English” for 10th Grade Students of Vocational High School. It used descriptive qualitative research. The data of this study was all of reading comprehension questions found in the textbook. Based on the results, researcher found 202 reading comprehension questions in total which is divided into LOTS level that consist of 133 questions or 65.8% and HOTS level that consist of 69 questions or 34.2%. The most dominant category represented in the English textbook was “remembering” level with 78 questions or 38.6% and the lowest category was “applying” level with 4 questions or 2.0 %. In conclusion, the most of the reading comprehension questions in the English textbook “Forward an English” were at the low level of the cognitive domain. Therefore, the teacher must develop more questions in HOTS level so that the students’ need are in accordance with the demands of 2013 curriculum

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