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Dedeh Rohayati
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Journal of English Education Program (JEEP)
Published by Universitas Galuh
ISSN : 24604046     EISSN : 28300327     DOI : http://dx.doi.org/10.25157/(jeep)
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of English Education Program (JEEP) focuses on English Teaching and Learning research. This journal includes the following topic areas: 1. English Language Pedagogy 2. ELT Materials Development and Evaluation 3. English Language Assessment 4. Teaching English to Young Learners 5. Language Policy and Planning
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 4 Documents
 1 
Search results for , issue "Vol 1, No 1 (2014): Journal Of English Education Program" : 4 Documents clear
THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) IN GUIDING STUDENTS’ CRITICAL THINKING Anggi Kharisma Dewi
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1835

Abstract

This paper was aimed at finding out the process of the implementation of Problem-Based Learning (PBL) in guiding students’ critical thinking, the lecturer's beliefs toward the use of Problem-Based Learning (PBL) in guiding students' critical thinking, and the students' perception toward the use of Problem-Based Learning (PBL) in guiding their critical thinking. This study employed a qualitative study that was designed as a case study. The writer took the third grade students of English education program of a private university in West Java that consisted of thirty-four students and a lecturer as a sample purposively. The findings revealed that there are several stages that can guide the students’ critical thinking and encourage the effective teaching and learning process. Moreover, the role of the lecturer in PBL class is just as a facilitator who encourages the students to use their thinking totally. Furthermore, the lecturer believed that he has opportunities to guide the students’ critical thinking. In addition, generally the students perceive that their critical thinking have been guided since they have been taught by means of Problem-Based Learning (PBL). However, in that process the students and the lecturer still find challenge; particularly it is caused by the lack of information. Based on these findings, it is recommended that the lecturer should implement the appropriate method to conduct the teaching and learning process in order to guide students’ critical thinking; moreover to create an effective teaching and learning process. Key words:    Problem-based learning (PBL), lecturer’s beliefs, students’ perception.
FLANDERS INTERACTION ANALYSIS (FIA) IN ANALYZING TEACHER-STUDENT INTERACTION IN EFL CLASSROOM BASED ON 2013 CURRICULUM Retna Fauziah Adhitya Rini
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1834

Abstract

This study investigated teacher-students interaction in EFL classroom that implements 2013 curriculum. This study focused on the kind as well as the characteristic of teacher-students interaction in EFL classroom that implements 2013 curriculum. In analyzing the data, this study was analyzed by means of Flanders Interaction Analysis. Flanders Interaction Analysis is a system that aims to measure the classroom interaction which has 10 categories, namely accepting feeling, praising and encouraging, accepting or using ideas of student, asking questions, lecturing, giving directions, criticizing or justifying authority, student-talk response, student-talk initiation and silence (Walsh, 2011). In this regard, two questions are addressed : 1) What kinds of teacher-students interaction occurred in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis? and 2) What is characteristic of teacher-students interaction reflected in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis?. To obtain the data, classroom observations were conducted in two English classes of Peminatan (Optional) program at the tenth grade in one of Senior High School in Ciamis which implements 2013 curriculum. Then, two English teachers and sixty students were selected purposively. The findings revealed that the kinds of teacher-students interaction occurred in both classes were dominated by teacher talk through emphasizing on asking question. In the case of teacher A, from the total of teacher talk (72.29%), teacher A used asking question (27.56%). While in the case of teacher B, from the total of teacher talk (64.93%), teacher B used asking question (25.97%). In terms of characteristic of teacher-students interaction, the characteristic in both classes was content-cross. In the case of teacher A, the percentage of content-cross was 43.83%, while the percentage of content-cross of teacher B was 38.34%. From the findings above, it could be inferred both teachers used asking questions and lecturing to interact with the students. In line with the implementation of 2013 curriculum, both teachers have not been comprehended the implementation of 2013 curriculum due to the dominance of teacher talk in teacher-student interaction during teaching and learning process.
NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) FOR HOTEL AND TOURISM IN THE VOCATIONAL HIGH SCHOOL (A Case Study at Eleventh Grade in One of Vocational High S¬¬chool in Ciamis) Desi Yuniarti
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1833

Abstract

This paper reports the need analysis of English for specific purposes (ESP) for hotel and tourism in the vocational high school. This study was aimed at finding out the English Specific purpose material design that taught to students in vocational high school of hotel and tourism major and students’ needed of English specific purpose material to be used in the field. Hutchinson and Waters (1987, p. 59) says that “needs analysis or "target situation needs analysis" is "in essence a matter of asking questions about the target situation and the attitudes towards that situation of various participants in the learning process". In collecting the data regarding the research question above, the writer conducted the study by gaining qualitative research with case study as the research design applied by the writer. This research conducted in a class of eleventh grade which consisted of 30 students in one of vocational high school in Ciamis, West Java. In addition, to collect the data needed, the writer used the interview and questionnaire as the instrument used. The data from interview were analysed by classifying, interpreting and commenting the results of the interview in chapter four. In analysing the questionnaire the writer used the display data interpretation based on the percentage of the computation. The data were displayed in 10 tables completed with the description and conclusion from each item. Based on the finding, most of the 76.70% students responded strongly agree that an English specific purpose is the material that needed for their major. Based on these findings, the writer concluded that the students’ of hotel and tourism needed English specific purposes material for their major. The English specific purposes teacher must have the ability to arrange the appropriate materials and adapted it with the students’ needs of each major. Based on these findings the writer recommended, English for specific purposes can be an effective in teaching English to students at hotel and tourism in vocational high school to enhance students’ language need.
A GENDER-BASED ANALYSIS OF STUDENTS’ METACOGNITIVE READING STRATEGIES IN READING ENGLISH Dedeh rosidah
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1832

Abstract

This study is intended to find out the students’ metacognitive reading strategies that were used by male and female students when they were reading English and to find out whether male and female students have typical differences in using their metacognitive strategies. Metacognitive is the way to monitor or regulate cognitive strategies, which include solve a problem, planning for learning, and evaluation after reading activity. This study was conducted by involving fifty one participants that consist of thirty two females and nineteen males at  the eighth grade of a junior high school in Ciamis who completed the questionnaire (Mokhtari & Reichard, 2002). The results showed that males use five strategies and females use fourteen strategies in high frequency. The male students prefer to use problem-solving reading strategies, followed by global reading strategies and support reading strategies. The female students prefer to use problem-solving reading strategies, followed by support reading strategies and global reading strategies. Accordingly, females show higher users of reading strategies than males in each of three sub-categories with the typical differences in overall sub-caregories. From the analysis of the data, it could be concluded that female students’ metacognitive reading strategies of the junior high school in Ciamis was higher than male students. The result of this research can be used as a reference for the further research about the analysis of gender differences to students’ metacognitive reading strategies in reading English. In addition, the other researchers can conduct the study either to compare or follow up this study.Keywords: gender differences, metacognitive, reading strategies.

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