Journal of English Education Program (JEEP)
Journal of English Education Program (JEEP) publishes multi-disciplinary research and critical review of issues on applied linguistics, English language teaching and English literature in the context of English as a Foreign Language (EFL). JEEP disseminates research results and analysis regarding EFL-related issues that cover the fields of: English Language Pedagogy English language Literacy English for Specific Purposes ELT Materials Development and Evaluation English Language Testing and Assessment Teaching English to Young Learners, English Literature Language Policy and Planning Learning English ICT in Language Education Second Language Acquisition CALL and second language acquisition Computer games in language learning and teaching Research methodology in Language Teaching Social Networking in Language Learning and Teaching
Articles
107 Documents
<![CDATA[IMPROVING STUDENTS MASTERY OF SIMPLE PRESENT TENSE IN DESCRIPTIVE TEXT BY USING KAHOOT! GAME ]]>
<![CDATA[Pratiwi, Rika]]>;
<![CDATA[Susilawati, Endang]]>;
<![CDATA[Wardah, Wardah]]>
<![CDATA[ Journal of English Education Program Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i2.40232
<![CDATA[The aim of this research was to improve students mastery of simple present tense in descriptive text by using Kahoot! game. This research was a classroom action research that was done in three cycles. The subject for this research was the tenth-grade students in class X IIS 2. The writer observed students improvement in mastering the simple present tense by collecting data through observation checklist, field notes and multiple choices test. The students attitude towards the learning process was gathered by observation checklist and field notes. The data of students mastery in simple present tense was obtained by the students test which was assessed through scoring rubric. The result showed that students problems in simple present tense in the form of verb (to be) and verb (-s,-es) of the third person singular had been solved by using Kahoot! game as media for teaching, by providing picture in each question of Kahoot! game, by setting time limit in the game to encourage students participation, a music in the Kahoot! game created positive attitude in the classroom and the questioning improved the students attention and motivation in remembering the rules of simple present tense. Furthermore, the students interest in learning the simple present tense also improved. In conclusion, the media was able to improve the students mastery of simple present tense in descriptive text. The writer recommends the teacher to use Kahoot! game as media in teaching and learning process, especially in teaching simple present tense with the similar problems.]]>
<![CDATA[IMPROVING STUDENTS' CONFIDENCE IN SPEAKING BY STORYTELLING TECHNIQUE THROUGH WEBTOON ]]>
<![CDATA[Tifani, Tifani]]>;
<![CDATA[Regina, Regina]]>;
<![CDATA[Wardah, Wardah]]>
<![CDATA[ Journal of English Education Program Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i1.40017
<![CDATA[This research was conducted based on the problems found from observation in the teaching and learning process. This research aimed to investigate how the use of storytelling technique through webtoon improved students' confidence in speaking to class X IPS 3 students of SMA Negeri 5 Pontianak Utara in academic year 2018/2019. The method implemented in this research was Classroom Action Research with two cycles. The subjects of the research were 32 students of class X IPS 3. In collecting the data, the writer used observation checklist table, field notes, and questionnaires. The result showed that students’ confidence in speaking improved by using storytelling technique through webtoon. Most of them are active in speaking English in the classroom. In conclusion, storytelling technique through webtoon was useful to help students to improve their confidence in speaking English. Thus, the writer recommends the teacher to use storytelling technique in teaching learning speaking to the student.This research was conducted based on the problems found from observation in the teaching and learning process. This research aimed to investigate how the use of storytelling technique through webtoon improved students’ confidence in speaking to class X IPS 3 students of SMA Negeri 5 Pontianak Utara in academic year 2018/2019. The method implemented in this research was Classroom Action Research with two cycles. The subjects of the research were 32 students of class X IPS 3. In collecting the data, the writer used observation checklist table, field notes, and questionnaires. The result showed that students' confidence in speaking improved by using storytelling technique through webtoon. Most of them are active in speaking English in the classroom. In conclusion, storytelling technique through webtoon was useful to help students to improve their confidence in speaking English. Thus, the writer recommends the teacher to use storytelling technique in teaching learning speaking to the student.]]>
<![CDATA[THE EFFECTIVENESS OF USING HANGMAN GAME TO STRENGTHEN YOUNG LEARNERS’ VOCABULARY ]]>
<![CDATA[Munikasari, Munikasari]]>;
<![CDATA[Sudarsono, Sudarsono]]>;
<![CDATA[Riyanti, Dwi]]>
<![CDATA[ Journal of English Education Program Vol 2, No 1 (2021) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v2i1.43328
<![CDATA[This research was conducted to find out the evidence of Hangman game in strengthening young learners vocabulary to the Year-7 students of SMP Negeri 4 Teluk Keramat-Sambas in Academic Year 2019/2020. This research was a pre-experimental research with one group pre-test and post-test design. The population of this research was all of Year-7 students with the total number of students were 114 students. The cluster random sampling was taken in this research as the technique of sampling, the participants consisted of 26 students. Referring to the research findings, it revealed that the technique could make students vocabulary increased significantly. It can be seen when the students learn vocabulary. Their attention and involvement indicated that the technique gave positive effect on students vocabulary mastery. They already understood the meaning and how to spell words correctly through Hangman game. The result of the research showed that Hangman game was effective to increase students vocabulary achievement. It was proven by the result of t-test computation is higher than t-critical value (9.24>2.060). This means that the Null Hypothesis (H0) which is the implementation of Hangman game does not affect the young learners vocabulary significantly was rejected, while the Alternative Hypothesis which is the implementation of Hangman game affect the young learners vocabulary significantly was accepted. The score of effect size was 1.8 and qualified as strong effect. To conclude, Hangman game enabled the students to recollect vocabulary easily and generate the students motivation in learning process. Thus, the writer suggested this technique to be implemented in teaching vocabulary.]]>
<![CDATA[THE USE OF WHAT COMES NEXT TECHNIQUE (WCNT) TO TEACH ACTION VERBS ]]>
<![CDATA[Wiranto, Irfan Agung]]>;
<![CDATA[Sutapa, Yohanes Gatot]]>;
<![CDATA[Bunau, Eusabinus]]>
<![CDATA[ Journal of English Education Program Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i2.40355
<![CDATA[The purpose of this research is to know whether What Comes Next technique affected significantly on learners action verbs achievement and to know the effect size of the technique. The form of this research is pre-experimental study with one group pretest and posttest design. The population was all the eleventh grade learners of SMA Negeri 3 Pontianak. By using cluster random sampling technique, the sample was XI Science 6 class consisted of 33 learners. The data collection technique was measurement technique and the tool of data collection was a test consisted of 25 items in the form of multiple choice. The result of the T-test was 12.25. It was higher than t-critical score (12.25 > 2.03). This indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted, meaning that What Comes Next Technique affect significantly in teaching vocabulary for the eleventh grade learners in SMA Negeri 3 Pontianak in the academic year of 2019/2020. The score of the effect size of the treatment was 2.08 and classed as Strong effect. As a result, it can be concluded that What Comes Next Technique give a strong effect in teaching vocabulary for the eleventh grade learners in SMA Negeri 3 Pontianak in the academic year of 2019/2020.]]>
<![CDATA[THE USE OF PERSONAL VOCABULARY NOTE (PVN) TO TEACH VOCABULARY ]]>
<![CDATA[Tiabarte, Aulyahaq]]>;
<![CDATA[Sutapa, Yohanes Gatot]]>;
<![CDATA[Rosnija, Eni]]>
<![CDATA[ Journal of English Education Program Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i2.40402
<![CDATA[The objective of this study is to discover the effect of Personal Vocabulary Note (PVN) on the students vocabulary achievement. This form of research is a pre-experimental study. The research population on this research was the eighth-grade students that consisted of 43 students of SMP Negeri 1 Mempawah Timur. By using cluster random sampling, the sample was VIII B class, consisted of 21 students. The data on this study was gathered through a written test in form of multiple choice. The data showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, means that Personal Vocabulary Note (PVN) affect significantly in teaching vocabulary for the eighth-grade students in SMP Negeri 1 Mempawah Timur. The result of t-test was 12.61. It was higher than t-critical(12.61 > 2.086). Finding also showed that the score of the effect size of the treatment was 2.73 and categorized as strong effect. It can be concluded that Personal Vocabulary Note (PVN) give a strong effect on vocabulary achievement of the eighth-grade students of SMP Negeri 1 Mempawah Timur in Academic Year 2019/2020.]]>
<![CDATA[THE EFFECT OF TEACHING AUDITORY COHESION ACTIVITY ON STUDENTS LISTENING ABILITY ]]>
<![CDATA[Marsella, Alifia]]>;
<![CDATA[Supardi, Iwan]]>;
<![CDATA[Bunau, Eusabinus]]>
<![CDATA[ Journal of English Education Program Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i1.40018
<![CDATA[This research is about the use of Auditory Cohesion Activity to raise students listening ability on advance learner of TEFL. The researcher took sample from Eleventh Grade of SMA SANTUN UNTAN Pontianak in Academic Year 2017-2018. The aim of this research was to find out how effective the use of Auditory Cohesion Activity to raise students listening ability is. In conducting this research, the researcher used a Pre-experimental as the method of the research. This research consisted of 3 phases, namely; pre-test, treatment, and post-test. The researcher provided the material and the media that needed in this research. The English teacher of SMA SANTUN led the students did the test and the treatment. The finding of this research shows that there was an improvement on students listening ability through Auditory Cohesion Activity. The effectiveness of Auditory Cohesion Activity on students listening ability could be seen from students’ activity through the whole auditory cohesion activity phase and students’ test score. It has shown by the result of post-test which was higher than pre-test. Before the treatment was given, the mean score of pre-test was 26.40. After they had been given treatment the mean score of students’ post-test is 46.30. From the data analysis, the result of the effect size computation is 3.8. It is higher than 0.5. It means that the use of auditory cohesion activity gave a significant effect, to increase students listening ability.]]>
<![CDATA[DEVELOPING INTERACTIVE LISTENING LEARNING MULTIMEDIA TO SUPPORT “BAHASA INGGRIS FOR GRADE TEN” BOOK ]]>
<![CDATA[Amal, Izzul]]>;
<![CDATA[Ikhsanudin, Ikhsanudin]]>;
<![CDATA[Bunau, Eusabinus]]>
<![CDATA[ Journal of English Education Program Vol 2, No 1 (2021) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v2i1.42289
<![CDATA[This research was conducted to design Interactive Listening Learning Multimedia; an interactive multimedia as a teaching and learning media to support “Bahasa Inggris for Grade Ten” book. The research aims to determine whether the interactive listening learning multimedia as the supplementary teaching media is usable to support “Bahasa Inggris for Grade Ten” book or not. The form of this research is developmental research. The method of this research was design and development research. The researcher applied ADDIE as the procedure. In this research, the researcher only implemented three phases which are analysing, designing, and developing (ADD) because of time limitation. The interview for analysing phase was administered in SMA Muhammadiyah 1 Pontianak. The researcher created the multimedia using Powerpoint. In development phase, the researcher used internal evaluation to make sure that the multimedia is usable. To sum up, it is found that interactive listening learning multimedia is usable to support “Bahasa Inggris for Grade Ten” Book.]]>
<![CDATA[AN ANALYSIS OF TEACHER’S STRATEGIES IN TEACHING ENGLISH ]]>
<![CDATA[Mustika, Ulfiatul]]>;
<![CDATA[Wardah, Wardah]]>
<![CDATA[ Journal of English Education Program Vol 2, No 1 (2021) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v2i1.43003
<![CDATA[This research was conducted to analyze what strategies the teachers have used in teaching English and what factors influence these strategies. This was a descriptive qualitative research for the English teacher of SMAN 1 Segedong. Data collection was carried out using interviews with an English teacher at the school. Data were analyzed using Familiarization and Organizing, Coding and Reducing, Interpreting and Representing. Based on research findings, there were five teaching strategies used by the teacher and three factor influence it. These strategies were discussion strategies, demonstration strategies, using electronic media as learning media, using games and providing reinforcement in the end teaching and learning process. There were three factors that influenced the teacher strategy in English at SMAN 1 Segedong. The first was the student factor which includes the background of the student's majors such as Science and Social Studies, and the student's condition in following the learning process. The second was the factor came from the teacher. This factor concerned the ability of teachers to use technology in supporting teaching strategy. Lastly, the facility includes how the learning tools are limited.]]>
<![CDATA[DESIGNING AN ENGLISH TEACHING MATERIAL FOR TENTH GRADE STUDENTS OF CULINARY STUDY PROGRAM ]]>
<![CDATA[Brilianto, Iman]]>;
<![CDATA[Rezeki, Yanti Sri]]>;
<![CDATA[Maral, Sofian]]>
<![CDATA[ Journal of English Education Program Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i2.40233
<![CDATA[This study was aimed to design a book that can be used as supplementary material to teach English for culinary study program. This study was classified as Research and Development (R&D). The step of conducting this study used ADDIE model with the exclusion of implementation (I) stage and evaluation (E) stage so this study tended to focus on doing three phases only; analyze, design, and develop. The subjects of this research were English teacher and 32 tenth grade students of culinary study program of SMKN 3 Singkawang. The tools for obtaining the data were questionnaires, interview, and internal validation. The result of this study is a course book for culinary study program namely English for Culinary for beginner level. Internal validation was carried out up to two times to have better product.]]>
<![CDATA[THE USE OF DISCOVERY METHOD IN TEACHING READING COMPREHENSION ON NARRATIVE TEXT ]]>
<![CDATA[Kurniadi, Putra]]>;
<![CDATA[Regina, Regina]]>;
<![CDATA[Rezeki, Yanti Sri]]>
<![CDATA[ Journal of English Education Program Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v1i1.40024
<![CDATA[The purpose of this research is to investigate the effectiveness of discovery method in teaching reading comprehension. The design of research used is a pre-experimental research, and the data were collected by using measurement technique with multiple-choice reading test as the tool of collecting data. The obtained data were analyzed by using t-test. The results of data analysis showed that discovery method has the effect on the students’ ability in reading comprehension. The mean score of the students’ pre-test was 58.2 whereas the mean score of post-test was 64.8. The effect size of the treatment was 0.98 which is categorized as moderate effect. Thus, the alternative hypothesis that the use of discovery method in teaching reading comprehension on narrative text is effective to the eighth-grade students of SMP Kartika Kubu Raya in academic year 2016/2017. Therefore, the researcher believes the teachers can use the discovery method in their teaching learning process, especially in reading comprehension on narrative text.]]>
