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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 6 Documents
 1 
Search results for , issue "Vol 3, No 1 (2016): Journal Of English Education Program" : 6 Documents clear
TEACHING SPEAKING THROUGH THINK PAIR SHARE TECHNIQUE Dini Andriani
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1864

Abstract

This paper reports on the implementation of “think pair share technique” in teaching speaking. Twenty two students at seventh grade of MTsN Buniseuri, were taken as the sample of this study. The study employed a qualitative research design. The data were obtained from several instruments, including classroom observation, questionnaires to the students and interview to the teacher. The result of the data from classroom observation and interview showed that the teacher used “think pair share technique” in teaching speaking, as suggested by Lyman (1978). Afterward, the result of the data from questionnaires showed that after the teacher taught by using think pair share technique, the students felt confidence during learning process. It can be seen when they did not prefer to sit at the back of the class in English lesson. The Students’ self-confidence during learning process can be seen also when the students did not worry about making mistake when they speak. Besides most of the students felt that English lesson was fun. It can be concluded that think pair share technique has significant effect on students’ self-confidence. Based on the result of study it is recommended that Think-Pair-Share technique can be used in teaching speaking since it can stimulate the students’ self-confidence in learning speaking and it can create fun and enjoy atmosphere in the classroom.
THE IMPLEMENTATION OF EXPERIENCE TEXT RELATIONSHIP (ETR) METHOD FOR TEACHING READING COMPREHENSION IN NARRATIVE TEXT Yanti Susanti
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1861

Abstract

This study reports on the implementation of Experience Text Relationship (ETR) method in teaching reading comprehension in narrative text to junior high school students. The aims of this study were to investigate the teacher ways of using Experience Text Relationship (ETR) method in teaching reading comprehension in narrative text and to examine students’ responses towards the implementation of Experience Text Relationship (ETR) method in learning reading comprehension in narrative text. Eighth grade students of SMP N 7 Ciamis were participated in this study. Moreover, this study employed case study as the research design. The result revealed that the implementation of Experience Text Relationship (ETR) method for teaching reading comprehension in narrative text help the students to comprehending the narrative text. In other words, the implementation of Experience Text Relationship (ETR) method has a significant effect in improving students’ reading comprehension in narrative text on students reading activities. Besides, students responded positively towards the implementation of Experience Text Relationship (ETR) method in their learning. They felt interested and easy to comprehend the text especially narrative text.Keywords: Reading Comprehension, Experience-Text Relationship (ETR) Method, Narrative Text
THE DIFFERENCES OF STUDENTS’ TECHNIQUES AND METHODS IN TRANSLATING POEM “ WHITE EYES” BY MARRY OLIVER ATI SRIMULYATI
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1866

Abstract

This study investigated the differences of students’ methods and techniques in translating poem “White Eyes” by Marry Oliver. This study used case study with qualitative data. Qualitative data were obtained from a translation test and questionnaire that consisted of the poem “White Eyes” by Marry Oliver and the questions about that translation. Translation test and questionnaire were designed to analyze the differences of students’ methods and techniques in translation and then what problem the translation do the translator face in translating poem “White Eyes” by Marry Oliver from English into Indonesian. The analysis was done through the following phases: (1) students’ translation of poem was identified, (2) analyzed and compared the methods and techniques they used and (3) classified the methods and techniques. The population of this study was the fourth grade students of English Education Program Faculty of Teacher Training and Education Sciences at Galuh University in Ciamis who took Translation class at 8th term. The writer selected 5 students as the samples of this study. The writer used the purposive sampling techniques to select the sample. The result of this study shows that almost students used more than one technique, there are literal translation technique, adaptation, transposition, modulation, reduction, established equivalent, and the writer concludes that almost students used adaptation method  in translation that poem. Based on the result of this study, the writer concludes that there are some differences of students methods and techniques in translation, but the differences are not significant.  
THE USE OF VISUAL SCAFFOLDING IN HELPING STUDENTS TO LEARN PROCEDURE TEXT Rika Amelia Arizki
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1865

Abstract

This paper deals with the use of visual scaffolding in helping student to learn procedure text. This study was aimed at investigating how the teacher scaffold the student through visual scaffolding in the teaching learning process of procedure text and figuring out the issues encountered by the teacher in applying visual scaffolding. The writer used a case study design as a research design of the study in order to gained the detail information how the use of visual scaffolding in helping students to learn procedure text. The instruments used in this study consisted of two instruments including classroom observation and interview. The results of data analysis showed that the first research question of this study which emphasized on how does the teacher scaffold the student in the teaching learning process of procedure text through visual scaffolding. In this sense, the kinds of scaffolding used by teacher in helping students to learn procedure text was visual scaffolding. Besides, the teacher agreed that the implementation of visual scaffolding should be implemented by each of the English teacher to improve students’ comprehension toward the material in the class.
THE ANALYSIS OF THE READABILITY AND ACCEPTABILITY OF TRANSLATED CHILDREN STORY BY STUDENTS TRANSLATOR Dera Septiani
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1862

Abstract

This paper reports on the analysis of the readability and acceptability of  translated children story by students translator (a case study at english department in one of the private University in West Java) This study was aimed to finding out translated children story by student translators and to find out how far the reader perceive the translated children story based on it’s readability and acceptability. The criteria of readability and acceptability is measured based on Nababan (2000, p. 165). This study employed qualitative research in which a case study design was adopted to get the data. In collecting the data, the writer used two instruments; content analysis research methodology that used a number of procedures to draw valid conclusions from a book or document and questionnaire enabling the writer to know reader perceive the translated children story based on it’s readability and acceptability. The results of the present study shows that Children's story translated into Bahasa Indonesia by 5 student translators used techniques literal translation, addition, reduction, transposition, calque, and borrowing. However, the dominant techniques used were transposition, ideology used was domestication and the method of translation used was free translation. Meanwhile, readers perceived translated children's story based on it’s acceptability and readability. from the average of the point of acceptability was 2.42, 2.37, 2.63 by raters and the average score for readability was 2.85, 2.65, 2.0 by target readers. This study concludes that reader perceived the translated children story as acceptable and readable, It can be seen from the average of the point of acceptability and readability.
TEACHERS’ PERCEPTION ON REFLECTIVE TEACHING IN TEACHING ENGLISH AS FOREIGN LANGUAGE Aulia Rahmanita
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1863

Abstract

This study reports the survey about teachers’ perception on reflective teaching in teaching English as foreign language at junior high school. Reflective teaching means looking at what teachers do in the classroom, thinking about why teachers do it, and thinking about if it works – a process of self-observation and self-evaluation. This study was aimed at finding out: What are teachers’ perception on reflective teaching in teaching English as foreign language. The writer used survey research as a method to investigate the problem. To get the data the writer distributed questionnaire, particularly close ended questionnaire to thirty teachers at eight junior high schools in Ciamis. The result show that teachers have known about nature of reflective teaching category and micro teaching category, but most of the teachers have lack of knowledge about peer mentoring and self evaluation, action research and professional development.

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