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Journal of English Education

JEE
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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 6 Documents

Search results for , issue "Vol 3, No 2 (2018): JEE" : 6 Documents clear

WRITING MATERIAL FOR OFFICE ADMINISTRATION STUDY PROGRAM IN VOCATIONAL HIGH SCHOOL: STUDENTS’ NEED ANALYSIS Iga Yolanda; N. Ngadiso; S. Sumardi
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Vocational High School is course with aim to prepare the students to have specific skills by having practical activities based on its study program. It has the same purpose with English for specific purposes (ESP) course which aims to meet the students’ specific language need. ESP courses help students to use English appropriately as well as accurately to perform their jobs in a various situations where they encounter their English language function. ESP course often begins with the students’ need. Students’ need analysis is needed to be identified to be able to meet the effective learning material based on what the students really need. This study aims to investigate the writing materials needs of eleventh grade students of Office Administration study program in Vocational High School from viewpoints of students. This study used descriptive qualitative analysis with questionnaire and interview method to collect the data. The subjects of the research were eleventh grade of Office Administration students that consisted of 34 students by using purposive sampling. The result indicated that the students have several needs in terms of target needs and learning needs. Target needs are divided into necessities, wants, and lacks. Based on the result of target needs, the students are lack of component of writing skills including express ideas, write with correct organization, use correct grammar, punctuation, capitalization, and spelling, and use appropriate vocabulary based on the context of the text. Thus, the students need and want to learn those components of writing skills. Meanwhile, learning needs are divided into input, procedure, setting, and accessibility. The input is divided into content of materials, activities, and design. The teachers should pay attention more on those aspects to fulfill the students’ need to help them transition successfully to their future careers after graduation.

INTEGRATING EDMODO-BASED DIGITAL PORTFOLIO WITH EFL WRITING INSTRUCTION: EXPLORING THE STUDENTS’ PERCEPTIONS Wahyu Kyestiati Sumarno; T. Tatik
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

The increasing number of ICT integration into language classrooms has made many teachers conducted research to examine its effectiveness. Studies have shown that Edmodo is an effective tool for students to improve their writing skills. However, very few studies investigate the use of Edmodo as a media for digital portfolio and explore its impact in EFL writing classes. This research was done primarily aimed to describe EFL learners’ perceptions of the implementation of Edmodo-based digital portfolio in a Paragraph-based Writing course. Fifteen students participated in the study that lasted for seven meetings. Data were analyzed qualitatively and collected by using questionnaire and a semi-structured interview. Findings revealed that the students responded positively to the use of Edmodo-based digital portfolio in the writing course. Furthermore, they also reported that digital portfolio helps them improving their writing fluency and increasing self-reflection. This study recommends the use of Edmodo as a platform for an online portfolio in the writing class.

ASSESSING L2 WRITING IN THE ABSENCE OF SCORING PROCEDURES: CONSTRUCTION OF RATING SCALES IN A CYPRIOT-GREEK EFL IN CLASS CONTEXT Elena Kkese
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Two central issues in the assessment of direct writing tests, especially for L2 contexts, refer to the development of these tasks and the scoring procedures. These allow making inferences about the specific test takers’ writing ability and provide useful diagnostic information about what aspects of writing are mostly important for raters. This study was concerned with constructing specific rating scales based on written samples by Cypriot-Greek students in an EFL classroom context in an effort to examine and determine what aspects of writing are more important in L2 writing and how are these divided up. The examination of these written samples was conducted using two different approaches in an effort to come up with valid and reliable ways to evaluate L2 written samples. The developed rating scales addressed overall writing ability and spelling accuracy. The findings suggest that more emphasis on L2 writing may be given to accuracy rather than communicative effectiveness drawing attention to the need of involving tasks that provide the opportunity to students to reflect on content or topical knowledge.

WHEN ENGLISH RINGS A BELL -2017 REVISED VERSION- IS IT A GOOD BOOK? Beby Maharani Masyitha; Shelly Cardina Dona Artha; Ratri Handayani
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Coursebook is seen as a complete package of instructional material for teaching and learning process. It provides a framework for teachers, learning objectives and source of materials for students. In relation to this matter, this study exposed the analysis of English course book namely When English Rings a Bell (2017 Revised Version). The analysis was focused on the content of the course book to see if it matched the newest curriculum applied in Indonesia and can facilitate the English teaching process in grade seven. Checklist method was chosen since it was easier to be developed and more practical to be used. The checklist developed covered the relevance of the materials to the curriculum and syllabus, topic, language skills, supporting learning materials, language, and practical activities.

LISTENING MATERIAL IN THE 2013 CURRICULUM ENGLISH TEXTBOOK: WHAT DO THE TEACHERS THINK? Dwi Oktalia; N. Ngadiso; Slamet Supriyadi
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Listening is considered as the basic skill in learning a language. Listening lets students gain input in the form of audio. Due to the 2013 curriculum, schools are provided with English textbook prepared by the government. This textbook is used for the listening input which may affect the output of listening process. Therefore, the researchers are interested in conducting a research related to the weaknesses of the K13 English textbook When English Rings a Bell. The researchers want to know the weaknesses of the listening material in the textbook which can be known from the teachers’ perception. This research used qualitative and quantitative method. The instruments of this research are observation, questionnaire, and interview. The result of the study shows that there are several weaknesses of the listening material existing in the K13 English textbook. These weaknesses may affect to the output of language learning and cannot develop students’ listening skill. Therefore, it is expected that the government would take more attention on the listening material for students to help them better input for listening activity.

CODE-SWITCHING IN EFL CLASSROOM: IS IT GOOD OR BAD? N. Nurhamidah; Endang Fauziati; Slamet Supriyadi
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Code-switching has been an evolving topic since the bilingualism blooming in linguistics milieu. However, practitioners or experts have contrastive views regarding its use in classroom setting. While the proponents believe that the presence of code-switching in one side is considered as an asset to teach language, the opponents see it is as merely an obstacle to achieve learning goal that is to acquire target language. Code-switching serves many functions for both teacher and students yet it is still employed. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. This research used qualitative descriptive approach and the data were taken from the informants of English department in one of university in Surakarta to explore whether the use of code-switching in EFL classroom was seen as beneficial tool. It begins by the general view of EFL use in everyday classroom. This current study found that code-switching was preserved as benefits as it served some functions for teacher to convey material and for students to received material and communicate in classroom.

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Kab. kolaka,

Sulawesi tenggara

INDONESIA