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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 7 Documents
 1 
Search results for , issue "Vol 2, No 1 (2015): Journal Of English Education Program" : 7 Documents clear
The Implementation of Student Peer-Feedback in Writing Hortatory Exposition Text Erlika Argianti Karsudin
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1841

Abstract

This study reports on the implementation of student peer-feedback in writing hortatory exposition text, particularly at the eleventh grade in one of Senior High Schools in Banjar. Peer-Feedback is one of appropriate techniques to support students in learning writing. The writers adopted qualitative approach particularly a case study design as the research design. The writers conducted observation, interview to an English teacher and administered questionnaire for the students as well. In this case, the respondents were selected purposively. The results showed that the implementation of peer-feedback is useful to support and motivate the students to learn well. The students can be active in learning writing. In implementing peer-feedback, they can the students wrote, they analyzed their peer text. After that, they gave comments and revisions by giving circle and underline on their peer text, such as in the mechanics of writing, vocabulary and grammar error.Key words: writing, peer-feedback, hortatory exposition, perception
AN ANALYSIS OF SOCIAL AND CULTURAL ISSUES REFLECTED IN KID’S TALK, AN EFL TEXTBOOK FOR ELEMENTARY SCHOOL Diah Suharyati
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1847

Abstract

This paper aims at investigating social identity and the dominant gender through images in the textbook. This research was analyzed by classifying gender based on social identity theory (Byram et al, 1994), and analyzed occupational stereotyping (Sunderland, 1994a, pp. 55-56).The population of this study was 896 images in the textbook and 46 images based on occupation chosen purposively as the sample. The writer used semiotic approach as tool to support this study especially Saussures’ categories. The findings occupations of male and female was found similarity of percentages, especially in dancer, painter, secretary, nurse, architect and nanny in male were not found, whilst in female, baker, seller, barber, driver, porter, waiter, racer, office worker and doctor also not found. The dominant gender in the textbook was male based on occupations. It proved with the number of male more than female. From the results above, the writer conclude that the result of this study obtained gender bias. It was proved with male tend to occupy more great occupations than female.Keywords: social identity, culture, gender, semiotics and textbook.
TEACHERS’ PERCEPTIONS ABOUT THE PEDAGOGICAL CONTENTS OF AN EFL TEXTBOOK EMMI KURWANTI
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1848

Abstract

This research investigated the English teachers’ perceptions about the pedagogical contents of an EFL textbook ‘English in Focus’. This descriptive study was conducted to investigate teachers’ perceptions about the pedagogical contents of an EFL textbook ‘English in Focus’ of a Junior High School in Cimanggu. Two English teachers of a junior high school in Cimanggu were selected as a sample of the research. A questionnaire was chosen as the research instrument to answer the first and the second research questions. To analyze the data, exploratory data analysis was used in this research which was adapted from Cohen, et al. (2007, p. 98). The research findings showed that the pedagogical contents of an EFL textbook ‘English in Focus’ was taught by the English teachers to junior high school students. Besides, the research findings also showed that the English teachers perceived the materials of an EFL textbook ‘English in Focus’ could fulfilled the criteria of the pedagogical contents. Furthermore, the results of this research may give a broader knowledge about teaching learning process to readers. Keywords: teachers’ perceptions, the pedagogical contents, an EFL textbook.
THE IMPLEMENTATION OF PEER ASSESSMENT IN TEACHING SPEAKING OF MONOLOGUE Dwi Eka Lestari
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1843

Abstract

This study investigates the implementation of peer assessment in teaching speaking of monologue. According to Berg et al. (2006, p. 19), “peer assessment is a process in which students assess the quality of their students’ work and provide each other feedback”. The purpose of this study to investigate: (1) How the teacher implements peer assessment in teaching speaking of monologue? (2) Why the teacher implements peer assessment in teaching speaking of monologue? (3) Students’ perceptions on the implementation of peer assessment in teaching speaking of monologue?. To obtain the data, the writer used three instruments: classroom observation, interview, and questionnaire. The sample of this study was one English teacher and one class of the eleventh grade consisting of 20 students. The result of this study showed that the use of peer assessment is effective to be implemented as a technique to improve students’ speaking ability. In conclusion, it is recommended that peer assessment can be implemented in learning speaking of monologue at the eleventh grade of Senior High School. Key words: peer assessment, teaching speaking
IMPROVING STUDENTS’ SPEAKING ABILITY BY USING PICTURE Fitri Julianti
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1844

Abstract

This study examines about students’ speaking ability by using picture in SLB (school with special  need education) Al-Ihsan in Sindangsari Ciamis. The writer chose the topic because she wanted to know whether using the picture is effective to improve students’ speaking ability in SLB (school with special need education) Al-Ihsan in Sindangsari Ciamis. Luoma (2003, p.4) stated that, “speaking as interaction, and speaking as a social and situation-based activity”. Speaking is very important in daily activity, especially in formal education for giving and receiving many knowledge and information. In previously, She find out that picture can improve students’ speaking ability in formal school especially in elementary school, Junior high school, etc. Therefore, she want to teach speaking by using picture to the students in SLB that have disablity. The main problem in this study was whether there is a significant difference in speaking ability between students who are taught by means of picture in SLB (school with special need education) and those who are not. The study employed a qualitative research design, a case study study as a method to investigate the problem. The population in this study was all of students at eighth grade of SLB Al-Ihsan in Sindangsari Ciamis consisting of eight students. The instruments used to collect the data were observation in the form of speaking test. The test itself is a speaking test in the question and answer form of three questions. In conclusion, using picture is effective to improve students’ speaking ability in SLB (school with special need education) Al-Ihsan Sindangsari Cikoneng Ciamis.Key words: Speaking, picture, and special need
MALE AND FEMALE STUDENTS’ APOLOGIZING SPEECH ACT IN ACADEMIC SETTING Ernawati Ningsih
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1850

Abstract

This research aims to describe on the use of apologizing speech act strategies between male and female students in academic setting. In this research the writer would like to propose a research question: What are apologizing strategies performances used by male and female students? To get the data, the writer then gives twenty questionnaires called Discourse Completion Test (DCT) to twenty students; consists of ten male and ten female. The writer takes twenty students from the third grade of Galuh University as the respondents. To interpret the data, the writer uses qualitative design particularly a cross-sectional design. The result of the research shows that the study reveals the most dominant apologizing strategy used by both of male and female are apologizing was done by an expression of apology IFID+EXPL strategy and an expression of apology IFID+EXPL+IFID strategy. From the overall findings, the writer argues that male and female participants almost use the same strategy to respond to the addressee in each situation. The difference between them is in the frequency of apologizing strategies used to respond to the addressee in each situation. In the other hand, their similarity is in the way they express their apology, by using apologizing strategy, or it can be said that both of them prefer to state the word apology for apologizing in responding to each situation.Key words: speech act, apologizing, gender.
IMPROVING STUDENTS’ LISTENING COMPREHENSION BY MEANS OF DICTOGLOSS TECHNIQUE Darsih Riestiani
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1846

Abstract

This paper reports on the implementation of using dictogloss technique in improving students’ listening comprehension. This study was aimed at finding out the differencess between students’ who are taught by using Dictogloss technique and those who are not in listening comprehension and students’ respond in the implementation of dictogloss technique in improving their listening comprehension. This study was carried out at SMAN 2 Banjar. In this study, the writer used a true-experimental method with pre-test and post-test design. The population was all the students at the eleventh grade of SMAN 2 Banjar. The instruments used for collecting the data were pre-test and post-test in form of listen the spoof text and recontruct it as usual the real text with her/his friend. The students reconstruct the text with their friends based on the note they have taken by listen teachers’ dictation about spoof text. The results of the tests were calculated using the t-test formula to found out a significant difference between pre-test and post-test. The result showed that the value of tobserved was 2.10 and t-table value was 2.00 at significance level of 0.05. In this case, tobserved value was higher than ttable value (2.10>2.00). In conclusion, Dictogloss technique effective in improving students’ listening comprehension because can extend positive influence on students’ listening achievement. The students’ has positive respond to this technique. It can be seen that almost of them agree that Dictogloss technique is appropiate technique for listening comprehension. Based on these findings, it is recommended that when teachers teaching listening they can used dictogloss technique. Keywords: Dictogloss technique, listening comprehension

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