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JEdu: Journal of English Education
Published by Universitas Indraprasta PGRI
ISSN : 27985164     EISSN : 27986543     DOI : https://doi.org/10.30998/jedu.v1i2.4129
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JEdu: Journal of English Education focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of English Education, Literature, Linguistics, and Translation.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 122 Documents
 1   2   3   4   5 
Teacher’s Technology Integration ELT Based on SAMR Model in Writing Skill Dani Fathurohman Fathurohman; Andi Dian Rahmawan
JEdu: Journal of English Education Vol 1, No 3 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v1i3.5983

Abstract

This  study  is  aimed  to  know  the technology categories integrated by the teacher and classify the teacher’s technology  integration  level. Descriptive qualitative  is used  to describe  the  result of  this  study. The data is collected through interview and observation at SMA N 1 SENTOLO. It is focused on the teaching of writing. the subject of this research were 2 teacher. The data were transformed into descriptive text and interviewed transcripts.  The data analysis used reduction data, the data display, and conclusion drawing or verification.  The data validation used triangulation of technique of collecting data and triangulation of source of data.The source of data taken from interview . Based on the result of finding and discussion, it is found that the teacher integrated  more than  four technology  categories  which  are  word  processing, spreadsheet  software,  organizing  and  brainstorm,  multimedia,  and web  resources.  The  teacher  integrated  those technologies  in  teaching listening, reading and writing skill. While  the  activities is analysed  based  on  SAMR model  to  know  the teacher’s  technology  integration .The  result  shows that  the  teacher  is  on  the  augmentation  level  in  teaching writing  skill, which  the  teacher  uses word  processing with  additional  functions  like spell  check,  cut,  and  paste  the  documents.  Therefore,  the  teacher  is classified on passing the substitution level, because the teacher is on the augmentation  level,  which  integrates  technology  as  a  direct  tool substitute, with functional improvement.
The Effect of Communicative Approach towards Students’ Reading Comprehension on The Eighth Grade of SMP PGRI 3 South Jakarta Utami Utami; Doni Anggoro Ari Santoso
JEdu: Journal of English Education Vol 1, No 2 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.303 KB) | DOI: 10.30998/jedu.v1i2.4134

Abstract

The research aims at finding out the effect of Communicative Approach’s learning model to the students’ reading ability. The research was conducted at SMP PGRI 3 South Jakarta. The method applied was experimental research. Samples were taken randomly and grouped in two classes of experiment and control consisting of 30 students of each group. The analysis of data for hypothesis test was by using t-test. Prior to the calculation of hypothesis test, it was preceded by the calculation of normality test by applying Lilliefors and homogenity test with F-test. Findings show that for experiment class, Lcount = 0.1097 and Ltabel = 0.161, even controll class it is obtained Lcount = 0.1214 and Ltable = 0.161. if Fcount= 1.32 and Ftable=1,84. It can be concluded that both research groups are normally distributed and the data is homogenous with α = 0.05. the hypothesis test with t-test statistic formula, it is obtained that tcount is 2.46 and ttable is 1.67. After being compared, tcount value is somewhat higher than ttable value (2.46 > 1.67).
The Types and Impacts of Bullying on Taylor Hillridge in Cyberbully Movie Nada Putri Sakinah; Anita Jamaris
JEdu: Journal of English Education Vol 1, No 3 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v1i3.5968

Abstract

This research is about the types and impacts of bullying on Taylor Hillridge in Cyberbully movie. The aims of this research are: (1) To find out the types of bullying that the character Taylor Hillridge receives in Cyberbully movie. (2) To find out the impacts of bullying that the character Taylor Hillridge suffers in Cyberbully movie. Researcher used descriptive qualitative method. The result of this research for types of bullying researcher found 6 data of verbal bullying, 2 data of relational bullying, 10 data of cyber bullying. However, for the result of this research for the impacts of bullying researcher found, 1 datum of effects on feelings and behavior, 1 datum of academic impact, 1 datum of psychological impact.
Analysis Grammatical Errors in Using Simple Present Tense in Writing Descriptive Text Zahro Salsabila; Muthia Mubasyira
JEdu: Journal of English Education Vol 1, No 1 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (221.898 KB) | DOI: 10.30998/jedu.v1i1.4414

Abstract

One of the English skills which are important to be mastered by the students is writing skill. Writing is a creative and expressive process. Students need to explore their ideas and compose them into a good text. The objectives of this research are to find out types of error and the most dominant error writing using simple present tenses in a descriptive text.
A Semantic Analysis of Phrasal Verbs Produced by Hillary Clinton in The Commencement Speech Asriyani Medina; Ria Saraswati
JEdu: Journal of English Education Vol 1, No 3 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v1i3.5900

Abstract

The aim of this research is to analyse a semantic analysis of phrasal verbs produced by Hillary Clinton in her commencement speech. The writer focused on the implied meanings and the phrasal verbs used by Hillary Clinton during her speech at Wellesley College in 2017. In this analysis, the writer used a qualitative descriptive method and a library research technique to collect the data. In analysing the implied meanings of phrasal verbs, the writer applied Geoffrey Leech’s theory. According to the result, the writer found that there were 10 or 25% phrasal verbs with conceptual meaning, 4 or 10% phrasal verbs with connotative meaning, 16 or 39% phrasal verbs with affective meaning, 7 or 17% phrasal verbs with social meaning, and 3 or 9% with thematic meaning. Therefore, the most dominant meaning in phrasal verbs produced by Hillary Clinton was affective meaning. Meanwhile, in analysing the phrasal verbs, the writer used the theory from Larsen-Freeman and Celce-Murcia. There were three types of phrasal verbs categorized into literal phrasal verbs, aspectual phrasal verbs, and idiomatic phrasal verbs. It can be concluded that there were 17 or 42% literal phrasal verbs, 10 or 25% aspectual phrasal verbs, and 13 or 33% idiomatic phrasal verbs. Thus, the most frequent type of phrasal verbs used during the speech were literal phrasal verbs.
Illocutionary Acts Performed by Anna in Frozen II Vinesya Yuslia Fatma; Hanna Sundari
JEdu: Journal of English Education Vol 1, No 2 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.946 KB) | DOI: 10.30998/jedu.v1i2.4136

Abstract

The research aims to identify the illocutionary act performed by Anna the secondary character in Frozen II. The research design of this paper is a qualitative framework in content analysis method. The unit of analysis was 218 utterances as illocutionary acts from the movie script. The utterances then were analysed and categorized into types of illoctionary acts. According to the result of the research, there are four types of illocutionary acts in the script, there are; 60 representatives utterances, 54 directives utterances, 5 commisives utterances, and 100 expressive utterances. Meanwhile, declarative utterance was not found
Function of Figurative Language Found in Greys Anatomy’s Movie Script Utari Fatchiyati; Sujana Sujana
JEdu: Journal of English Education Vol 1, No 3 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v1i3.5970

Abstract

This research aims to identify types of figurative language found in some of Greys Anatomy’s movie scripts and to identify the function of figurative language in some of Greys Anatomy’s movie scripts. The source of the data in this research is the dialogue in Greys Anatomy. To achieve the aims of this research; the researcher uses the qualitative research method. The researcher uses the theory of Kennedy & Perrine. The first result of this research is 100 data can be classified in Figurative Language, 7% Simile, 65% Metaphor, 7% Personification, 4% Hyperbole, 9% Understatement, 3% Metonymy, and 5% Paradox. The second result of this research is 92 data can be categorized as a function of figurative language. 14% Imaginative Pleasure, 13% Additional Imagery, 48% Emotional Intensity, and 25% Means of Concentration. 
The Phonological Analysis of Russian Accent in the Way Back Movie by Peter Weir Ahmad Zulfikar Adi Darma; Siti Nurani
JEdu: Journal of English Education Vol 1, No 2 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.622 KB) | DOI: 10.30998/jedu.v1i2.4129

Abstract

Many speakers around the world have their own way in pronouncing English words as International language. The unique way in pronouncing English words is called accent. This research aims at analyzing the deviances on segmental vowel quality and quantity made by the Russian speaker in The Way Back movie by Peter Weir regarding to English short and long vowels in Russian accent. The research method was descriptive qualitative method. The research data was collected from converted audio of The Way Back Movie by Peter Weir. The data was then trimmed, selected and extracted by Praat software analysis. The results show that the Russian speaker makes deviances in pronouncing English vowel quality and vowel quantity. The total amount of deviances is 169 deviances which are divided into three classifications; those are segmental vowel quality, combinatorial quality and segmental vowel quantity deviances. The deviance that is mostly made by the Russian speaker is segmental vowel quality deviance, whereas the deviance that is rarely made by the Russian speaker is combinatorial vowel quality. 
Learning Quantifier Materials with Plotagon Story and Kinemaster Applications Aenun Khayatun; Chairil Tri Suryana; Nina Nurjaman; Winda Widyaningrum
JEdu: Journal of English Education Vol 1, No 3 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v1i3.4840

Abstract

Learning is an important element to involve students as active learners. Learning is related to the science and technology development curriculum. Teaching contains two elements, namely teaching methods and teaching media. These two aspects are interrelated. The choice of one particular teaching method will affect the type of appropriate teaching media. This study aims to describe the use of the kinemaster application and plotagon story. This greatly affects the student learning process. By learning quantifier material with the kinemaster and plotagon story applications, it makes it easier for students to learn and increases students' interest in learning the material to be studied and makes the learning process more interesting for students. The method used in this research uses qualitative research. The data collection method is by using a questionnaire to obtain validation and responses to the questionnaire product. Where 94% feel they understand the quantifier material learning video with the kinemaster application and plotagon story. 92% find the video interesting to watch. 82% of them the video can help learn quantifier material. 74% of them do not feel bored with learning videos using kinemaster and plotagon story.
Peningkatan Keterampilan Berbicara Bahasa Inggris Melalui Guided Conversation Alma Shafira; Doni Anggoro Ari Santoso
JEdu: Journal of English Education Vol 1, No 1 (2021): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.777 KB) | DOI: 10.30998/jedu.v1i1.4409

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana peningkatan yang terjadi pada keterampilan berbicara Bahasa Inggris pada siswa dengan penggunaan metode guided conversation di kelas X AP SMK Yaspi Jaya Jakarta. Dengan mengetahui bagaimana peningkatan tersebut terjadi, diharapkan kepada calon tenaga kependidikan dapat menerapkan beberapa metode pengajaran yang menarik guna meningkatkan keterampilan berbicara Bahasa Inggris siswa. Penelitian ini merupakan studi deskriptif kualitatif dengan pendekatan penelitian tindakan kelas yang memiliki 2 siklus sebelum peneliti melakukan observasi. Pada tahap siklus 1, persentase keterampilan berbicara Bahasa Inggris siswa kelas X AP adalah 33,33% dari 15 siswa dengan rata-rata nilai 59,3. Lalu pada siklus II peneliti menambahkan detail penjelasan dan contoh pada materi yang diajarkan, di siklus kedua ini peningkatan terjadi sebanyak 26,67% yaitu menjadi 60%. Dengan demikian penggunaan metode guided conversation di kelas ini memang berhasil meningkatkan kemampuan berbicara Bahasa Inggris dengan  metode-metode yang diterapkan selama hal itu menyenangkan dan mudah dipahami oleh para siswa.

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