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Muhammad Sulhan
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INDONESIA
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
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The Analyzing of Sign in Exploring Jakarta Textbook, for Class 2, Elementary School. Malik, Aulia Ananda; Salsabila, Salma; Sundari, Hanna
JEdu: Journal of English Education Vol 3, No 3 (2023): 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.v3i3.8918

Abstract

Textbooks are an important component in teaching and learning activities. At schools, language textbooks have roles to deliver the content materials and to facilitate students in producing and using the language, at the same time, textbooks can be a tool to present values and ideology through texts, dialogues, and images. The special characteristics of semiotic illustrations on the books, specifically a character of teacher in this case, can affect learners visual perceptions. Semiotic factors in the form of illustrations in a textbook can be analyzed or studied. The purpose of this current research is to analyze picture of sign provided by the teachers on the visual illustration in the textbook Exploring Jakarta, Elementary School, and used the visual illustration as the sample for the research through a visual semiotic analysis. To collect data (markers) and visual materials in the textbook, qualitative research method was employed. Based on Peirce's semiotic theory as data analysis of material (signified), then the representamen (signifier), object (referent), and interpretant are applied.
The Use of Motivational Word Translation Posters in Learning Vocabulary for Grade X Students at MA Jabal Nur Tizrah, Afrinda; Sujatmiko, Sujatmiko
JEdu: Journal of English Education Vol 4, No 1 (2024): 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.v4i1.10316

Abstract

This study aims to: (1) find out students' perceptions of the use of motivational word translation posters in vocabulary learning at MA Jabal Nur; and (2) determine the translation techniques used in the use of poster translation of motivational word. This research used a qualitative method where the data collection was done by observation, interview, and documentation so that it could explore more deeply related problems found at MA Jabal Nur about the limited vocabulary of students. The subjects of this research are students in grade X at MA Jabal Nur. The object of this research is to use English language learning to increase students' vocabulary by using motivational word translation posters that are pasted all over the walls of MA Jabal Nur classrooms. The results of this study indicate that it can have a positive influence on students at MA Jabal Nur NTT. They were 19 students said it was very helpful to increase student vocabulary, and 1 student is quite difficult to memorize because he forgets quickly, but after the poster media posted by the researcher, it took days to remember the vocabulary he read repeatedly. While one student finds it difficult to understand learning English, the student is quite capable of recognizing English vocabulary, but knowing or memorizing the source language is very difficult for him. As for the techniques used in the translation poster media, among others: Established equivalence techniques as much as 223 or around (78.0%), while amplification techniques as much as 20 or around (7.0%). Pure borrowing technique as much as 4 about (1.4%) and natural borrowing 3 about (1.0%)
The Value of Character Education in The Blind Side by John Lee Hancock Melisa, Melisa; Purwanto, Andri
JEdu: Journal of English Education Vol 3, No 2 (2023): 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.v3i2.8566

Abstract

The purpose of this study is to identify and analyze the educational value of the characters featured in The Blind Side. This research analysis uses qualitative methods. The educational values contained in the film The Blind Side are religion, recognizing excellence, friendship, hard work, social care, tolerance, responsibility, and love for the motherland. The results of this study indicate that all types of educational values are contained in the film The Blind Side. From the findings of research on the value of character education in the film The Blind Side as many as 30 data, the most dominant character education value is the value of social care as much as 7 data (23.3%), religious value as much as 3 data (10%), the value of recognizing excellence 3 data (10%), friendship 3 data (10%), hard work 4 data (13%), tolerance 4 data (13%), responsibility 5 data (17%), and patriotism 1 data (3%).
The Evaluation of ESP (English Specific Purposes) for Mathematic Education Department Students Based on Need Analysis Approaches Muhammad, Aris Setiawan; Saparianingsih, Ria
JEdu: Journal of English Education Vol 4, No 2 (2024): 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.v4i2.13112

Abstract

English for specific purposes (ESP) is an approach to learning English. ESP be main approach in English language teaching for the English learner who has particular purpose based on needed. Need analysis is part of ESP course because this is first step that must be taken by ESP teacher before beginning ESP course. Evaluation is important that must be taken at the end of learning ESP because it can measure whether the goals of an ESP course have been meet and ensures the program continuous improvement. The purpose of this study is to find out the need of students in learning English in their major and to know about the evaluation of the teacher in learning English for specific purposes in the ESP course or program for Mathematics Education Department at Universitas Muhammadiyah Sukabumi. The researchers using theory from Hutchinson and Water to analyze of student need and course evaluation by the teacher. This research uses descriptive qualitative to collecting, analyzing and describing the data. Data is taken from observation, interview, questionnaire and documentation. The population of this research are 14 people, that are 1 lecturer and 13 students. The data found from observation and interview using a table and from students need at questionnaire answer using a pie chart for data overview. The result from this study found that the average students in Mathematics Education Department has basic English level, they need to mastery English speaking skill (92,3%) to support academic and for career. English is used to understand meaning of sentences (53,8%) for their study literature in their major. The evaluation carried out in the course is done by monitoring evaluation.ESP, The Evaluation, Need Analysis
Expressive Illocutionary Speech Acts Used in Queen Charlotte: A Bridgerton Story Series Amani, Adibah Saesa; Setiarini, Ni Luh Putu
JEdu: Journal of English Education Vol 3, No 3 (2023): 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.v3i3.9727

Abstract

This research discusses expressive speech acts identified in the Queen Charlotte: A Bridgerton Story series. The objective of this research are to find out the types of expressive speech acts and the most dominant types of expressive speech acts used in the Queen Charlotte: A Bridgerton Story series. The method used in this research was descriptive-qualitative. This research used theory from Searle and Vanderken (1985) to analyze the data. The data in this study were obtained from the utterances used by the character in Queen Charlotte: A Bridgerton Story. The results of this research showed that there are 109 data points found, namely 12 data of apology, 14 data of thanks, three data of condole, two data of condolences, 10 data of complaint, 12 data of lament, 15 data of protest, five data of deplore, six data of boast, 13 data of compliment, six data of praise, and 11 data of welcome (greet). With these data, the expressive speech act of protest is the most types of expressive speech act used in the Queen Charlotte: A Bridgerton Story series.
Error Analysis of Simple Present Tense in Descriptive Text Muniroh, Zumrotul; Dwiastuty, Nina; Miranti, Ira
JEdu: Journal of English Education Vol 4, No 1 (2024): 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.v4i1.11180

Abstract

This research aims to find errors in using the simple present tense structure that are often made by employees when writing descriptive essays in English. The method used is descriptive qualitative with descriptive qualitative techniques. From this research, results were obtained in the form of simple present tense structure errors by employees of Bank Central Asia, Bumi Permata branch in writing descriptive essays. These errors were in the form of misformation errors, namely 54.76%, followed by omission errors at 27.00%, then error of addition at 14.28%, while the type of error that was least committed was error of misordering at 3.96%. The most common mistakes made are errors of misformation, where employees make mistakes in choosing the right vocabulary, verbs and also to be.
Dominant Personality of Otto in A Man Called Otto Movie Azizah, Miftahatul Lu'lu'; Hawasi, Hawasi
JEdu: Journal of English Education Vol 3, No 3 (2023): 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.v3i3.9070

Abstract

Personality is an important component in character development in a movie. Each character has a dominant personality that differentiate one character from another which influences how each character feels, thinks, and behaves. The problems in this research are what are Ottos personality traits and what is Ottos dominant personality in A Man Called Otto movie based on Florence Littauers theory and how does the dominant personality influence Otto in A Man Called Otto movie. The objectives in this research are to find out Ottos personality traits and Ottos dominant personality in A Man Called Otto movie based on Florence Littauers theory and to explain the influence of dominant personality on Otto in A Man Called Otto movie. The researcher used a qualitative method and the data were collected from the scenes and the dialogues. After analyzing the data, the researcher found 6 traits for Sanguine, 10 traits for Melancholy, 22 traits for Choleric, and 2 traits for Phlegmatic. The researcher found the dominant type of Ottos personality is Choleric. Choleric personality influences how Otto feels, thinks, and behaves in his daily activities.
Examining Narrative Text as The English Practicum Assessment in Junior High School Metriyandani, Azka Amara; Paraswati, Hazlinda; Rohmana, Wahyu Indah Mala
JEdu: Journal of English Education Vol 4, No 1 (2024): 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.v4i1.10619

Abstract

This study aims to find out the implementation of Narrative Text as the English Practicum Assessment in Junior High School and the challenges in learning English literature in secondary school as the English Practicum Assessment. This research used a qualitative descriptive method to determine teachers' methods and techniques in teaching and learning English using literature in school. Based on the result of the interview, the teacher describes the implementation of Narrative Text as the English Practicum Assessment in Junior High School. The teacher used storytelling for the material practicum assessment. Meanwhile, the teacher found the challenges in learning English literature in secondary school, such as the English Practicum Assessment. The challenges experienced include the students' difficulty in pronunciation, lack of vocabulary mastery, and need to be constrained by grammar. Narrative Text as the English Practicum Assessment in Junior High School to encounter the problems that impede the implementation of narrative Text in the practicum assessment, and from this reflection, researchers can find out the results of the literature used in the practicum assessment in Junior High School by using storytelling which the program has a positive impact on enhancing students' language abilities, particularly in English.
Big Five Traits of Sir Walter Elliot in Jane Austens Persuasion Putri, Miya Aryatno
JEdu: Journal of English Education Vol 3, No 2 (2023): 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.v3i2.8223

Abstract

Big five personality traits known as five factor model (FFM) is a set of five broad trait dimensions or domains to describe the ones traits of personality. In this research, the researcher examined big five traits aspects from Sir Walter Elliot on the novel of persuasion Jane Austen, using McCrae theory. The researcher also used documentation techniques and qualitative methods to collect data on the peripheral characters in this movie. The researcher managed to find 8 data: The data found were Conscientiousness (1), Extroversion (3), Agreeableness (2), Shallow Neuroticism (1), Openness to Experience (1) in Sir Walter Elliot big five traits. Extroversion gives big impact to his personalities compared the other aspects
TPACK Analysis of 7th Grade English Teacher in Merdeka Curriculum at Sukaraja Commissariat Persada, Intan Dwi; Mutiara, Dewi; Jamil, Ikram
JEdu: Journal of English Education Vol 4, No 2 (2024): 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.v4i2.13178

Abstract

The importance of technology skills for teachers in the educational process, particularly in teaching English, prompted this research. The Merdeka Curriculum enables teachers to incorporate technology into their lessons. The purpose of this study is to find out TPACK competence, TPACK level, and the factors that hinder 7th Grade English teachers in the Merdeka Curriculum at Sukaraja Commissariat, Sukabumi Regency. This research is a qualitative descriptive approach with data drawn from surveys, interviews, and classroom observations. The results indicated that teachers were at different levels of technological sophistication, with the majority being in the "Medium" group for technology use. It was reinforced by the score of each individual teacher. Respondent 1 achieved a total score of 70, which reflects 67% of the target. Respondent 2 obtained a score of 85, with an achievement level of 81%. Respondent 3 obtained a score of 76, corresponding to an achievement of 72%, while respondent 4 obtained a score of 71, with an achievement level of 68%. Educators possessing good TPACK exhibit the capability to choose and utilize suitable technologies to enhance teaching English. There are several factors that hinder teachers. First, internal factors include motivation, ability, and teacher self-support. Second, external factors include school policies, infrastructure support, and technology training.

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