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ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH

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Published by Universitas Nusantara PGRI Kediri

ISSN : 25803441 EISSN : 25034405 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

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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Articles 10 Documents

Search results for , issue "Vol 1 No 2 (2016): English Education" : 10 Documents clear

THE USE OF WRITTEN CORRECTIVE FEEDBACK TO IMPROVE THE TENTH GRADE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT Yahya, M Ubayu; Suhartono, Suhartono
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Writing is a difficult process of how to share or state some ideas or opinions onto paper. Through text, students’ knowledge could be revealed. The wrong usage or application could be considered as the indicator that learning is taking place; however this kind of condition shouldn’t be allowed to happen continuously. The teacher should acknowledge where the students make the most error to give the appropriate technique. The research problems of this research are (1) What are written corrective feedbacks used by the tenth grade teacher in writing of descriptive text? (2) How do the students response to the written corrective feedbacks which are used by the tenth grade teacher in writing of descriptive text? In this research, the writer used a descriptive case study to attain the data. The subjects of this research are the English teacher and the tenth grade students at SMK PGRI 1 KEDIRI. The research is done in two days. The writer uses instruments such as interview, field note, questionnaire and students’ written text. The finding of this research is that (1) the teacher uses direct, indirect and metalinguistic corrective feedback; (2) direct corrective feedback gets 48% definitely like and 38% like, indirect corrective feedback gets 2% definitely like, 8% like and 2% do not like, and metalinguistic corrective feedback gets 2% like. Based on the findings, it can be concluded that: (1) the teacher used direct corrective feedback to correct almost all the students’ errors on their written text of descriptive text; (2) students preferred direct corrective feedback more than the others. The writer suggested that the teacher should acknowledge the theories of written corrective feedback so the students do not understand direct corrective feedback only but all types of written corrective feedback. Key Words: Writing, Direct Corrective Feedback, Indirect Corrective Feedback, Metalinguistic Corrective Feedback.

THE USE OF TRANSITIONS IN THE STUDENTS ARGUMENTATIVE ESSAY Rachmawati, Suzana Meylita; Susanti, Yunik
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

One of academic writing assignment is argumentative essay. A way to make a coherent paragraph is using transitions which should be clearly and demonstrated in an argumentative essay. Transitions can be words and/or phrases that connect the idea in one sentence with the idea in another sentence. By using transitions, the wriring can be read smoothly. The purposes in conducting the study are to know and describe the use of transitions in student’s writing argumentative essay and the awareness of the students about using transitions. This is a qualitative research-content analysis. The subject of the research is the third grade students of English Department in academic year 2015/2016. There were 23 students: 3 good students, 17 average students, and 3 poor students. The instruments are documents, interview, and student’s journal. After collecting the data, the next step is analyzing them by using coding system, tabulation, and describing them. The results of this research are 1) almost all good students used transitions in essay correctly although there were few incorrect usages, then the average students and poor students had more corrections because they put the transitions in the wrong place, chose inappropriate transitions, used wrong grammatical, and over-use transitions, 2) All students in each category had good knowledge about the transitions, such as its definition, its types, and its function, how importance using transitions are. But sometimes they still felt difficult to use transitions. In conclusion, most of students in every category used transitions correctly even though there were some corrections, then the third grade students of English Department were conscious of transition signals, but they need more practice to apply it in the sentences in order to make their writing had better quality, easier to read and more understandable. Key Words : Argumentative Essay, Transitions

PROMOTING MIND-MAPPING TECHNIQUE TO IMPROVE NURSING STUDENTS’ WRITING SKILL Febrijanto, Yoyok
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

A teacher can use many ways to make students easier to study writing. Mind-mapping is a way to solve problems in writing. This technique is chosen since it has many advantages. The main benefit is that it uses both halves of the brain which makes it easier to remember. Moreover, making mind-mapping is a creative process and a natural way to organize the thoughts and it is widely believed to ease a pathway towards successful communication. Nursing students mostly do not pay attention to their writing skill. There are some indications which show the students’ poor ability in writing, such as; the students do not organize their writing well, their ideas are not coherence, they do not use right tenses in the right context, they have lack of vocabulary and their understanding of mechanic is low. They also think that time for writing is limited. Because of these, they become unmotivated and have low interest in writing. Some students even give up and do not try to solve their problem. In this paper, the writer wants to describe the use of mind-mapping technique to build up a good writing practice as an alternative teaching learning process and to activate the students’ participation in the classroom. Keywords: Mind-Mapping Technique, Writing Skill.

CONVERTING E-BOOK INTO AUDIOBOOK TO ENHANCE ENGLISH RECEPTIVE SKILL Wibowo, J Ari
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Recently, technology is getting common and cheap for people. It can be reached easily around them, even in their grasp. The development of smartphone and various free applications bring great opportunity and easiness in live and learning process as well. Their integration can be a potential media to improve learners’ English competence, especially their receptive skill. There are three free apps needed to change e-book into audiobook in the smartphone, consist of FBReader, FBReader TTS plugin and Ivona. A common writing in the e-book can be change into a voice which one can hear with or without read it. It is a new way to practice and improve listening and reading skill. Here, some potentials, advantages and also pedagogical implications of them are elaborated. It is expected that learners can improve their English skills while having fun. Keyword: FBreader, FBReader TTS plugin, Ivona, smartphone, receptive skill

Improving Students’ Reading Competence through DRTA ( Directed Reading Thinking Activity) Technique: A Classroom Action Research in the Seventh Semester Students of D-IV Midwifery Program of Health Sciences Faculty of Kadiri University 2015/2016 Vitasmoro, Pamadya
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

The objectives of the research are to know whether DRTA technique can improve students’ reading competence or not, to know what are the students’ response to the DRTA technique and to evaluate the strengths and weakness of the DRTA technique when it is applied in teaching reading. The research was conducted in D-IV Midwifery Program of Health Sciences Faculty of Kadiri University August to November 2015. The subject of the research is the students of D-IV Midwifery students of Health Sciences Faculty of Kadiri University. The method of research is classroom action research and conducted in three cycles. Each cycle consists of planning, acting, observing, and reflecting. In collecting the data, the researcher collected both qualitative and quantitative data. To obtain the quantitative data the researcher administered the result of pre test and post tense. In finding the qualitative data, the researcher and collaborative teacher observed directly the teaching in the classroom, interviewed the teacher and students, did questionnaire and also used photograph. The quantitative data were analyzed using the mean score. Questionnaire data collected usually answer respondents frequency of items alternatives by Likert Scale and score scale for observation. The research findings show that DRTA technique is an appropriate technique which can improve student’s reading competence. First, DRTA can activate the students’ background knowledge related to the topic. Second, various activities in DRTA technique can enhance students’ confidence and motivation to have reading competence. Third, DRTA technique can guide the students to comprehend an overall description about the text. The improvement of reading competence can be seen from the result of pre- test which has the mean score 56.17, post test 1 is 67.11, post test 2 is 72.62 and post test 3 is 76.15. Some recommendations are made based on the research findings: (1) for English lecturer to use DRTA technique as one of alternative way of improving student’s reading competence (2) for the students to eliminate their fear of making mistakes in giving ideas and comprehending the passage Keywords : Reading Competence, DRTA Technique

TEACHING READING USING AUTENTIC MATERIALS Aji, Mahendra Puji Permana
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Reading a foreign written text may arise many problems to the students. During teaching learning process, most of the students think that it is difficult to master reading skill because when they discuss about reading a text they usually get bored. The material becomes big problem because the text is too long and it uses difficult vocabularies. Teaching reading can means the activity of language by encouraging skimming, scanning, predicting, and activating schemata. There are three steps of teaching reading, they are pre reading, whilst reading and post reading. In teaching reading there are three process of reading, they are top-down processing, bottom-up processing and interactive reading. Reading material that can be used is authentic material, authentic material is materials written or spoken language that is produced in real communication and not for purpose of language teaching for example newspapers, magazines, TV programs, movies, songs and literature. This is a qualitative research. The data was obtained from observation, interview and documentation. The writer collects the data by preparing the instrument, observing the reading class, interviewing the teacher and collecting written document used. The result of the research shows that the materials used by the teacher to teach reading are articles taken from some foreign magazines and online news from the internet because it contains materials about many things related to real life which would make students interested in reading the text. So it can be concluded that the teaching learning process of reading class runs effectively. The teacher uses steps that make the students understand the materials easily. Keywords: Authentic material, Reading, Teaching

THE EFFECT OF NATURAL READER IN THE TEACHING OF ORAL READING FLUENCY Saiful, Saiful
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Oral reading fluency is important skill that all readers need to develop, because those who has oral reading fluency are assumed to have the skill of reading comprehension and accuracy in delivering the speech. Natural Reader software is a professional text reader that converts any text into spoken words. In this quasi-experimental research applying non-randomized control group design pretest-posttest, the data used were interval data because they were taken from students’ scores of oral reading fluency test.This research was conducted in the English department of a College of Teacher Training and Education in Blitar. Group (1) consisted of 32 students taught using the natural reader software (experimental group) and Group (2) consisted of 35 students taught without using the natural reader software (control group). The control group simply attended in their ordinary classroom without using natural reader software and participated in instruction programs assigned by the lecturer in the classroom. The experimental group attended in the computer lab and listened to the text as it was read by natural reader software. This study revealed that the Natural Reader software could significantly prove that the students was able to read more accurately and at a more appropriate pace using instruction using natural reader software. By using natural reader software, the student could easily have frequently chances to listen the words read by the native speakers as a reader model at normal speed and repeat the copied reading text up to they were able to read fluently as the reader model read the text.

THE IMPLEMENTATION OF TEACHING ENGLISH BASED ON CURRICULUM 2013 APPLIED BY AN ENGLISH TEACHER OF JUNIOR HIGH SCHOOL Andariyani, Nur; Nurhajati, Diani
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Curriculum 2013 has been implemented by many schools, including a junior high school at Kediri. English teachers, who implement it, must have sufficient knowledge on what to teach, how to teach, and how to assess students’ competence, etc. The idea of implementing this curriculum is that graduates of school levels are able to compete with the graduates from other countries. Students should have communicative competence in English which covers four language skills. Therefore, this research aims at answering the question: “How is the implementation of teaching English based on Curriculum 2013 applied by an English teacher of junior high school at Kediri?” The subject of this research is an English teacher of junior high school at Kediri. It is a qualitative research which focused on the material development, teaching steps, and classroom management. The data was found from observation during teaching and learning process, interview the teacher, and documentation. The result showed that in teaching English the teacher developed the materials by modifying and extending the tasks based on the Richard and Harmer’s theory. Then, in delivering the materials, the teacher tried to implement the scientific approach, although the application was different from the concept from the scientific approach proposed by the government. Furthermore, the teacher also managed the classroom well by applying group works, and setting the comfortable condition in the class during teaching and learning process. Key words: teaching English, Curriculum 2013, materials development, teaching steps, classroom management.

POWERFUL TOOLS FOR TEACHING AND LEARNING: DIGITAL STORYTELLING Sawiji, Bekti
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1. Determine Topic and Write a Script, 2. Collect Digital Resources, 3. Select Content and Develop a Storyboard, 4. Import, Record, Finalize, and 5. Share, Teach, Improve. It is expected that after having completed reading this article, the readers can create their own digital storytelling for educational use. Key Words: Digital Storytelling, Computer Based Tools

USING TV COMMERCIALS AS AUTHENTIC MATERIALS FOR TEACHING LISTENING Saputro, Fendik Wahyoe; Sulistyani, Sulistyani
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

The use of authentic materials is important in teaching EFL students due to its real life English language usage. For this reason, this article discusses the way how to use TV commercials as an authentic materials in teaching one of the skills in English, that is listening. This article serves several materials, activities, and steps of how we implement the usage of TV commercials as authentic materials to improve listening ablity of the students. These materials, activities and steps is aimed to encourage and to give the real life usage of English, so the students can implement it in their daily communication abroad. These strategies was collected through several articles reading and experts in EFL teaching. It is known that both EFL teachers and students have much to gain from TV commercials. TV commercials have visual, verbal and written images, interesting vocabulary and cultural features, and help students to improve their listening skills and to speak English in a more natural way. Keywords: TV commercials, authentic materials, teaching listening

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