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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165 Documents
<![CDATA[HOW DO HIGH ACHIEVER STUDENTS APPLY LEARNING STRATEGIES ON READING? ]]>
<![CDATA[Yunik Susanti]]>;
<![CDATA[Dwiki Ade Mulyantama]]>
<![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[THE IMPLEMENTATION OF PAIR WORK TO IMPROVE STUDENTS’ ENGLISH SPEAKING TO THE SECOND SEMESTER AT PHARMACIST PROGRAM OF HEALTH SCIENCES FACULTY OF KADIRI UNIVERSITY ]]>
<![CDATA[Jatmiko Jatmiko]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 2 No 1 (2017): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v2i1.733
<![CDATA[It is generally know that the English speaking ability of Pharmacist Program ‘students is still low. They still cannot speak English well as communication. The aims of this research are (1) To identify whether pair work can improve students’ English speaking and (2) To discribe the process of applying pair work in teaching speaking. The procedures of the research consist of planning, acting, observing, and reflecting. To collect the data some instruments namely: questionnaire, classroom observation, tests, and documentation or field notes are used. The observation was done during the teaching-learning process in progress. The questionnaire were given to the students before and after the implementation of pair work. The tests were in the form of pre-test and post-test. The result of the research shows that (1) pair works could improve students’ speaking ability in term of raising students’ achievement in the case of (a) fluency, (b)Vocabulary, (c) pronunciation ,(d) grammar and(e) content (2) pair works can improve class situation, in term of (a) students’ interaction when having and responding teacher’s questions, (b) being active in pair work activities, (c) being more attentive to the speaking class, (d) and the absence of students who were late and went out during speaking class, and (e) the unobservable dominancy of the teacher, it can be concluded that students’ speaking could be improved by the implementation of pair work.]]>
<![CDATA[ALTERNATIVE ASSESSMENT: PORTFOLIO "CRADLE" IN CLT FOR ENGLISH IN NURSING INCREASING STUDENTS’ ACHIEVEMENT ]]>
<![CDATA[ASEF WILDAN MUNFADLILA]]>;
<![CDATA[Yoyok Febrijanto]]>;
<![CDATA[Erva Elli Kristanti]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v4i2.13714
<![CDATA[New forms of assessment are needed to replace traditional multiple-choice and other items that test lower-order skills. One alternative assessment in communicative language teaching (CLT) is portfolios. In portfolios, students collect assignments with specific goals that demonstrate the efforts, progress, and achievements in a particular area (e.g. mastery of English in nursing). “CRADLE” is acronym portfolios designed into 6 parts, namely Collecting, Reflecting, Assessing, Documenting, Linking, and Evaluating focusing procedures and documentation achievement in teaching English in nursing. This R&D aims to develop an assessment tool for learning English in nursing based on CLT adapted from Borg and Gall's method. The subjects involved 45 students, 2 teachers of English in nursing, 2 nursing experts, and 1 hospital practitioner who were concerned with teaching English in nursing. The results showed that students' understanding was sufficient category with an average score of 26.11 and the maximum score achieved by students was 32 as many as 10 students (22.2%), the majority of respondents were getting a score of 25. After intervention, the level of students’ understanding was obtained an average score of 27.22. The data analysis results of Wilcoxon Sign Rank Test was obtained p=0.020 and Z-score = -2,324. Giving intervention increased level of students’ understanding of 12 respondents (26.7%), decreasing understanding of 3 respondents (6.7%) and a constant understanding of 30 respondents (66.6%). The minimum score obtained by students after intervention was 19 and the maximum score was 36. In conclusion, the students had increasing understanding of English in nursing in order to develop assessment by maximizing students’ competency in CLT for English in nursing through alternative assessment of portfolios CRADLE. It can be used to build a comprehensive picture of what students can do in a second language.]]>
<![CDATA[CONVERTING E-BOOK INTO AUDIOBOOK TO ENHANCE ENGLISH RECEPTIVE SKILL ]]>
<![CDATA[J Ari Wibowo]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i2.473
<![CDATA[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]]>
<![CDATA[TWO STAY TWO STRAY TECHNIQUE TO IMPROVE STUDENT’S READING COMPREHENSION IN HORTATORY EXPOSITION ]]>
<![CDATA[Huyi Intan Sari]]>;
<![CDATA[Nurul Fitriyati]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 3 No 2 (2018): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v3i2.12469
<![CDATA[The objective of this study was to find out the effectiveness of Two Stay Two Stray technique to improve student’s reading comprehension in Hortatory exposition text of the eleventh grade students. This study was conducted under quasi experimental research which belonged to quantitative method. The subject of this research was the eleventh graders of MA Nahdlatul Ulama Demak in the academic year 2016/2017 with a total number of 87 students. The researchers used purposive sampling, and two classes were taken as samples; they were XI IPA 1 as the experimental class and XI IPA 2 as the control class. The research instrument used by the researchers was test. Pre-test and post-test were given to both classes. Pre-test was given to the students of both classes before the treatment was conducted. Post-test was given after the treatment. The results of both tests were calculated to measure the effectiveness of the treatment toward students’ reading achievement. Experimental class was taught by using Two Stay Two Stray (TSTS) technique and control class was taught by using conventional method. T-test was applied to calculate the data. The result of T-test showed that the post-test mean score of control class was 66.61 and experimental class was 78.10. T-test calculation showed that there was a significant difference in the mean score of the both classes. It was indicated by result of post-test in experimental class was sig. (2-tailed) 0.000 < 0.05. It means that H1 was accepted. It can be concluded that teaching hortatory exposition text with Two Stay Two Stray (TSTS) technique was effective to improve student’s reading comprehension in Hortatory exposition text. Keywords: Two Stay Two Stray (TSTS), Hortatory Exposition Text, and Reading Comprehension]]>
<![CDATA[Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri ]]>
<![CDATA[Diani Nurhajati]]>;
<![CDATA[Alfianti Azizah]]>
<![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 EFFECT OF PEER REVIEW ON EFL STUDENTS’ WRITING SKILL IN WRITING “NURSING CARE DOCUMENTATION ]]>
<![CDATA[Arina Hafadhotul Husna]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 2 No 2 (2017): English Language becomes one of compulsory subject and tested on National Examina ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v2i2.854
<![CDATA[This study concerns on the effect of peer review on EFL students’ writing skill in writing nursing care documentation. The aims of this study are to investigate the possible effectiveness of the peer review technique to increase the quality of nursing students’ writing skill and to see whether this method motivates student to write. The method of the study is quantitative method. The participants were 78 nursing students in the fourth semester of CendekiaUtama Health College. They were randomly categorized into two experimental and control groups. In the experimental group were providing with an additional peer review instruction offered by O’Muirheartaigh (1990) including the provision of constructive feedback to their peers and evaluating and correcting the peer’s performances. They were paired for peer review, conferencing and exchanging their Nursing care documentation with those of their peers. The reviewers had to correct, evaluate and respond those Nursing care documentation. While, in the control group were traditionally handled by teacher who assigned them homework and correct their Nursing care documentation by themselves.The experiment was run over two month. The data were collected using questionnaire, pre – test and post – test for language proficiency and writing skill, peer response sheet, writing criteria and guidelines sheet. The result of the study indicated that p-score is 0,000 <0,05, So that Ho is Rejected and Ha is Accepted which means there is difference of Pre Test with Post Test score. It is known that statistic t - arithmetic is -6.202 which means the score of pre - test is smaller than post - test with point score 6.202. It indicated that the writing of the students in the experimental group improved more than those in control group. Also, those engaged in peer review method were motivated to write more and enjoy writing. It was concluded that peer review provides learners with an authentic audience, increase the students’ motivation for writing and enables them to receive different views on their writing. Keywords: Peer Review, EFL Students, Writing Improvement, Nursing care documentation]]>
<![CDATA[ENHANCING FOR VOCABULARY MASTERY THROUGH MNEMONICS KEYWORD METHOD TO THE UNIVERSITY STUDENTS ]]>
<![CDATA[Intan Susana]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 2 No 1 (2017): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v2i1.725
<![CDATA[This research is focused on mnemonic keyword method to enhance vocabulary mastery to the university students. Mnemonic refers to instructional or learning strategies designed specifically to enhance memory. One of the most powerful mnemonic strategies is the key word method. The keyword method is a useful mnemonic aid which can help broaden students’ vocabulary by means of speech and ultimately with reading and writing. Then keyword method effective way to provide a meaningful visual image upon which to base memory for a new word's meaning. This research involves twenty students at the first grade. The research instruments of this study are consisted of tests, observation checklist, and a questionnaire. This study was class action research. From the cycle 1 reflection result, some procedures and activities were revised. Different from the cycle 2, the researcher used mnemonic keyword method and there is no reflection. The enhancement of students’ vocabulary mastery shows with individual test and got mean score 67.75 in the cycle 1 and 79.75 in the cycle 2.In addition the enhancement of students’ vocabulary mastery in group test and got mean score 72.00 in the cycle 1 and increased to be 81.00 in the cycle 2. In this result, it shows there enhancement for vocabulary mastery through mnemonic keyword method in the first grade students at STKIP PGRI Blitar.]]>
<![CDATA[Junior High School Students’ Perceptions on the Implementation of Montessori Approach in Vocabulary Learning ]]>
<![CDATA[Niko Albert Setiawan]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v4i2.13662
<![CDATA[Montessori approach is mostly used in the kindergarten and elementary school, especially in Indonesia. To explore the approach in the higher level of education, the research took place in a private Montessori Junior High School in Yogyakarta, Indonesia. This study is intended to investigate the students’ perceptions on the implementation of Montessori approach to improve their vocabulary due to the fact that vocabulary is central to language learning. The research participants are students in grades seven and eight. There were three research instruments in this study, namely observations, questionnaire, and Focus Group Discussion (FGD). Three different research instruments were used to make sure that the data obtained was valid. The researchers crosschecked the results from each instrument to triangulate data consistency. Based on the findings, the students have positive perceptions on the implementation of Montessori approach for vocabulary learning. The implementation of Montessori approach promotes its unique learning activities, teacher’s personal guidance, and students’ learning awareness, internal motivation, and interest. The students perceived that the implementation of Montessori approach can improve their vocabulary.]]>
<![CDATA[WALL MAGAZINE PROJECT IN TECHING NARRATIVE WRITING AT SENIOR HIGH SCHOOL ]]>
<![CDATA[Yutantin Yutantin]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 3 No 2 (2018): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v3i2.12547
<![CDATA[Project-Based Learning (PjBL) is one of the suggested models of teaching in 2013 curriculum which offers more chance for students to gain the knowledge and experience through the project. This study investigated the ways teacher employed PjBL in teaching narrative writing, students’ responses and the result of the students’ writing at senior high school. Interview, observation, and documentation were employed to obtain the data. The results showed that the teacher applied the teaching and learning based on the suggested steps of PjBL coherently with different portion of stressing. Besides that, the students’ gave positive responses which produced some learning improvement issues; creating positive environmental learning, fostering group cohesiveness, encouraging self-potential learning, enrich students’ writing ability, and enhancing students’ independent learning. Accordingly, students’ group work discussion had effectively enhanced their writing ability. In addition, students could also create the appropriate wall magazine based on the criteria of informing and entertaining requirements. This study recommended the teacher conduct the writing drills before coming to the intended project of writing and compromise with other teachers related to the time management in giving the project to the students. Other researchers were needed to investigate the implementation of PjBL on other area of skills with deeper investigation to get deeper responses. Keywords: Project-Based Learning, Narrative Text, and Students’ Response]]>
