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Journal of English Education
Published by Universitas Sembilanbelas November Kolaka
ISSN : 25029207     EISSN : 25026909     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Education (JEE) is an Open Access Journal and is oriented to the regular publishing of research in the areas of English Education. This Journal aims to publish research results that are strictly processed in a Double-Blind Peer Review that applies an Open Journal System (OJS). This aims to conceal both Author and Reviewer's identity throughout the review process. The journal strictly emphasizes credible and accountable research results. The research areas must, of course, indicate a credible result as it is ethically conducted in a scientific procedure. The areas include Education, Teaching & Learning EFL, Teachers Training, English Language, Literary, Classroom Action Research, and Linguistics & Applied Linguistics. All research design is acceptable except a Pre-experimental Design due to the lack of quantitative analysis.
Arjuna Subject : -
Articles 13 Documents
 1   2 
Search results for , issue "Vol 1, No 2 (2016): JEE" : 13 Documents clear
THE INVESTIGATION OF QUESTIONING MODIFICATIONS USED IN EFL CLASSROOM Siti Sarah Fitriani; Cut Aulia Makhsum; Iskandar Abdul Samad
Journal of English Education Vol 1, No 2 (2016): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (752.371 KB) | DOI: 10.31327/jee.v1i2.174

Abstract

Questions raised by a teacher as a part of teacher talk is important to stimulate students’ participation in English Foreign Language (EFL) classroom interaction. The questions posed by teachers in the classrooms are sometimes modified when they notice that the students have difficulties in understanding the questions. This study investigated four types of questioning modifications –repetition, narrowing by means of clues, rephrasing with alternative or “or-choice” questions and wait-time– proposed by Chaudron (1988) used by a teacher in one bilingual senior high school in Banda Aceh. Six sessions (altogether 480 minutes) of classroom observation were conducted. A dominant questioning modification type was indicated as a result of the analysis of video recordings from the observations. In addition, the reason of the teacher to use the dominant type of questioning modification is also discussed in this paper.
METACOGNITIVE STRATEGY: How the Students Perceive the Use of Metacognitive Strategy on Their Reading Performance Dian Resty Pratiwi
Journal of English Education Vol 1, No 2 (2016): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (627.694 KB) | DOI: 10.31327/jee.v1i2.99

Abstract

Metacognitive strategy is one of learning strategies which leads students to be proficient readers. This study aimed to investigate (1) students’ perception toward metacognitive strategy on their reading performance. This study employed qualitative research design which involves 19 undergraduates of Lakidende University Kendari. To gain the data, interview and students’ self-diary were used. Both the result of students’ self-diary and interview were positive. This study concluded that the students supported the use of metacognitive strategy on their reading performance. 
USING ACTION SONG TO IMPROVE THE ABILITY IN USING PUNCTUATION AMONG YEAR THREE PUPILS Yee Bee Choo; Nurdalilah bte Razemi
Journal of English Education Vol 1, No 2 (2016): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (903.469 KB) | DOI: 10.31327/jee.v1i2.157

Abstract

The purpose of this research was to investigate the use of action song to improve the usage of punctuation among Year 3 pupils in a primary school in Johor. The whole class of eighteen pupils were selected as the target group. The teaching strategy comprised of the action song and the signs of punctuation marks such as full stop and comma. This study adopts a classroom action research. Tests, teacher’s reflective journal and interview were used to gather the data for the study. The findings showed improvement when comparing the pupils’ results in the tests before and after the implementation of action songs they were able to use the punctuations of full stop and comma correctly in the sentences. The findings also showed that the pupils were motivated to learn English and the strategy used improved the teacher’s teaching practice. A few suggestions were given to improve the strategy for the next cycle of action research.

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