ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
English Education: Journal of English Teaching and Research is a journal that accomodates the teachers, researchers, lecturers, and students who are interested in English Education, Linguistics, and Literature.
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<![CDATA[Problem Based Learning in Teaching Speaking at Senior High School ]]>
<![CDATA[Kencanawati, Dewi]]>;
<![CDATA[Aina, Rida Sya’wanatul]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.259
<![CDATA[It is believed that speaking is difficult subject because it is not only learn about pronouncing the words. The writer uses quantitative approach in this research because to know the effect of problem based learning to the students’ speaking ability at the eleventh grade students of XII science class of SMAN 4 Kediri that consists of 25 students. The spoken tests, in the form of pre and post test were used to collect the data. The holistical rating on speaking rubric form was used to score the students’ speaking ability before and after the treatments of teaching speaking using problem based learning (PBL)The research result severals that students’ skill in speaking is still considered low. The pre-test result indicated that, the totaly score of pre-test is 1306,75 and the mean of pre-test is 52,27. The highest score is 66, 67 and the lowest score of pre-test is 25. It can be concluded that mostly the students had a difficulty in speaking English. Their score is unsatisfying because the English standard score of the school is 70. By being given series of trestments with PBL students’ speaking skill improved. The totaly of post-test is 1544,75 and the mean of post-test is 61,79. The post-test result showed that the highest score is 75. Unfortunately, the lowest score of pre-test is 30. It can be concluded that there is an increasing score of students’ speaking ability after post-test is conducted. It is clear to be seen from the changing of students’ score. There are many students get better score than before The result of this research shows that t-score is 12, 67 at the degree of freedom 24 which was higher than the value of t-table was 1,711 at the level of significance 5% and value of t-table is 2,492 at the level of significance 1%. It means that t-score was very significant.Suggestion are purposed for English teacher who should give their students stimuli, to analyze the problem and try to find solution to the problem as well. Then, for the other researcher, the researcher hopes that other researchers could improve the content of this study by adding more explanation, example, and references.]]>
<![CDATA[The Effect of Project Based Learning to the Students’writing Ability in Descriptive Text ]]>
<![CDATA[Natalia, Imanuella]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.278
<![CDATA[This study aims to know the effect of Project Based Learning to the students’ writing ability in descriptive text in the eighth grade students of SMPN 8 Kediri in which the experimental research design was applied . The sample consisted of 16 males and 14 females students. The essay test of writing descriptive text was used to collect the data about the students’ writing ability before and after the treatments about teaching writing using project based learning.Then the data were analyzed using statistical formula of t-test computation. The result shown that the students’total score of post-test is 2460, and then total score of p re-test is 2217. It means that students’ score increased. Based on the data report of the table of t-test based on signification 5%, the result of this research showed that T-score (14, 54) ˃ T-table 5% (1, 699). It means that was significant so the Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. Besides, in analyze t-test, t-score is higher than t-table. The score of t-test is 14, 54 and the t-table is 1, 699 in the level of significant 5% (0, 05). Based on the t-test result which obtain that Project Based Learning has significant effect t-score 14.54 and the table is 1.699 in the level of significant 5%. From the data analysis, it can be seen that Project Based Learning is effective to the students’ writing descriptive text ability.]]>
<![CDATA[HOW DO HIGH ACHIEVER STUDENTS APPLY LEARNING STRATEGIES ON READING? ]]>
<![CDATA[Susanti, Yunik]]>;
<![CDATA[Mulyantama, Dwiki Ade]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.260
<![CDATA[Learning strategies used by the learners to help them comprehend, learn, or retain new information and achieve learning goals easily. This research aims at finding how the students apply learning strategies in their reading activity. The goals are to find the kinds and the most frequent learning strategies on reading together with the reason of using those most frequent strategies. This case study was carried out on the high achievers third grade students of English Department University of Nusantara PGRI Kediri. The data are collecting using questionnaire ,documentation and interview . The data then analyzed using quantitative data analysis for questionnaire data andquanitative analysis for the rest. There are three points that can be discovered from this research. 1) There are six learning strategies are used by high achievers, 2) Compensation Strategy is the strategy which is the most frequently used by high achievers in solving the problems of reading. 3) High achievers students have different reasons in applying learning strategies when they get problems, it is because of interest and urgent time.Based on three finding above, students should be aware the benefit of having learning strategies during they are learning English, especially in reading.By knowing that Compensation Strategy is the most frequent strategy used, the lecturers or teachers can use teaching strategies that appropriate with this strategy, for example: in reading exercise, students are given two passages with different contexts, but using same words or phrases in some parts of passages. So, students are able to differenciate the meaning of word when they guess it in a passage.]]>
<![CDATA[Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri ]]>
<![CDATA[Nurhajati, Diani]]>;
<![CDATA[Azizah, Alfianti]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.276
<![CDATA[Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking. The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings. It can be found that the strategies mostly used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.]]>
<![CDATA[The Influence of Using Talking Stick Technique to the Speaking Ability of Eleventh Grade Students at SMAN 1 GondangNganjuk ]]>
<![CDATA[Sari, Widiya]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.262
<![CDATA[The aims of this research were to find out there was a significant influence of students’ speaking ability before and after being taught use talking stick technique. The sample of this research was class XI IPS 4 of the second grade at SMAN 1 GondangNganjuk in the academic year 2014/2015. The research applied one group pre-test post-test design. The result of the speaking ability by using talking stick technique type of cooperative learning showed that there was a significant influence on students’ speaking ability. The average of post-test score (73.25) was higher than that of pre-test (50.52), and it has gain 22.73. It means that there is an influence of using talking stick technique to the speaking ability of eleventh grade students at SMAN 1 GondangNganjuk in academic year 2014/2015.]]>
<![CDATA[Do Bamboo Dancing Technique Affect the Students’ Speaking Ability? ]]>
<![CDATA[Pitanto, Jeri]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.279
<![CDATA[The problems of this research were to know the students’ speaking ability before and after they taught by use bamboo dancing technique. This experimental research was conducted at the XI IPS 3, consists of 28 students, eleventh grade at SMAN 1 GondangNganjuk in academic year 2014/2015. The research data were collected using pre test and post test. The research results showed that the students’ score of pre test is 1576. The mean of students score of pre test is 56.28 and the students’ speaking ability after taught by using bamboo dancing technique is better more than before taught. Because the students’ score in post test is 2292 and the mean of students’ score in post test is 81.85. It can be said that the students’ score is increasing after they are taught by using bamboo dancing technique in teaching speaking. The t-score computation showed that the t-score is 19.196 at degree of freedom 27 and t-table is 2,771 at the level of significance 1% and 2,052 at the level of significance 5%. It means that t-score (19,196) > t-table at the level of significance 1% (2,771) and t-score (19,196) < t-table at the level of significant 5% (2,052). So the t-score is higher than t-table in significance 1% and 5%. Therefore, the alternative hypothesis (Ha) is accepted and null hypothesis is rejected. It can be concluded that teaching speaking using bamboo dancing technique has significant effect to the student’s speaking ability]]>
<![CDATA[EDMODO VIRTUAL LEARNING ENVIRONMENTS IN TEACHING ENGLISH ]]>
<![CDATA[Aji, Mahendra Puji Permana]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.257
<![CDATA[In recent years, the integration of Information and Communication Technology (ICT), especially the internet, in teaching and learning process becomes an essential part of the teachers’ duties. As a teacher, we should be able to integrate the internet in teaching and learning process and purpose of this new medium as potential source to our students to improve their English competence. One of the internet facilities is Edmodo. It refers to as with any social network, can be used as a place to post and critique work, facilitate collaboration, and post creative material for an audience. The activities are not only focused on the students and teacher, but also the parents too. Parents can also view this Edmodo, either under their child's username or they may create their own account. Drawing from author’s experience in integrating Edmodo into his class for first and third year’s students of English Study Program, University of Nusantara PGRI Kediri, this paper attempts to demonstrate some potential uses of Edmodo in teaching learning process. Some pedagogical implications are further discussed. Using these Edmodo,it is expected that students will develop their English skills as well as have a lot of fun.]]>
<![CDATA[The Use of Visual Media in Teaching Writing ]]>
<![CDATA[Suhartono, Suhartono]]>;
<![CDATA[Laraswati, Iranada]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.274
<![CDATA[Writing is the difficult skill in learning English. To make students get the idea in writing easily the teacher should be creative and innovative. The Application of visual media can help students get idea easily. This research aimed at knowing the application of visual media and the students’ responses in teaching writing to eleventh grade students of SMAMuhammadiyah Kediri.This qualitative research took place in SMAMuhammadiyah Kediri. The subject of this research was the eleventh grade students that consist of 17 male and 15 female students. In order to collect the data , observation, interview, questionnaire and the documentation were used. The application of visual media helped the students write easily. The teacher applied visual media to help the students write good sentences.The theme of the material is narrative text and the teacher applied picture series. The activity was devided into three steps (pre,whilst,post) start from make a simple sentence based on the picture series then compose a paragraph based on the simple sentences. By using visual media application in teaching writing the students gave good responses. They paid attention to the teacher’s explanation very well anddidthe task one by one. The students got more vocabulary, creativity in writing process. It deals with 67.76% students answered yes and 32.24% students answered no. It can be concluded that visual media application in teaching writing helps the students write easily as it helps the students to be more creative in finding the ideas and developing vocabulary. So it is suggested to the English teacher to improve the material, use this media in teaching other skills and. For the further researcher it is hoped that this research can give more information and contribution in conducting similar topic of discussion.]]>
<![CDATA[The Effect of Roundtable Technique to the Students’ Reading Comprehension Achievement In Narrative Text To The Second Year Students MA HM Tribakti Kediri ]]>
<![CDATA[Riwayatiningsih, Rika -]]>;
<![CDATA[Muazizah, Heni Lailatul]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.275
<![CDATA[Reading is one of the language skills which is very important to develop students’ knowledge in their studies. To make students understand what they read, it needs techniques. This study aims at finding the effect of roundtable technique to their reading ability. roundtable technique is a technique in which the students are in teams, write a response on their own piece of paper, pass their papers clockwise so each teammate can add to the prior responses. It is an experimental study using One-group Pretest-Posttest design. The data were taken from one class consisting 26 students of the elevent grade of MA HM TribaktiLirboyo Kediri. The data were collected using pre-test, treatment and then post-test. Then the data were analyzed using T-test formula. From data analysis, it can be found that the mean score of post-test (89,92) is higher than mean score of pre-test (58,07). The T-score (at the degree of freedom of 26 is 156,73, that is higher than the t-table at the level of significance of 1% 2,787 and 2,060 at the level of significance of 5%. So, the T-score (156,73) ≥ T-table, and the level of significance is 1 % (2,787). It means that it is very significant, so the H0 is rejected and Ha is accepted. It can be concluded that Roundtable Technique is effective to increases students’ reading comprehension. So it is recommended that Roundtable Technique can be used in teaching reading . The other writers are expected to conduct a better research about Roundtable Technique because small Roundtable Technique is effective to use.]]>
<![CDATA[Flipping theClassroom; Developing listening Material ]]>
<![CDATA[Misela, Jenny Ika]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.258
<![CDATA[Flipped classroom is an approach to teach listening in which students participate in online learning in place of traditional homework and then attend school for face-to-face, teacher-guided practice or projects. It is a part of larger education system called blended learning. In this approach, students could learn new content on their own by watching video lectures or other online sources and assigned problems (traditional “homework”) are completed in class with teachers offering personalized guidance instead of lectures. The paper here examined an ESL listening class. Listening skill is much more than hearing. Unfortunately, in students’ opinion, listening is an uninteresting activity. Many students feel very bored in listening class. That is why teachers should know about how to make the students more interested in listening. The aim of this paper is discuss best practices and challenges of implementing the flipped classroom in teaching and learning listening. By using this approach, it is expected that students will develop their listening skills as well as have a lot of fun. The main findings of the study indicate that the students enjoyed learning listening in a flipped classroom environment. They can practice not only listening but also all language skills in listening class.]]>
