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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 5 Documents
 1 
Search results for , issue "Vol 3, No 2 (2016): Journal Of English Education Program" : 5 Documents clear
HIGH AND LOW ACHIEVERS’ LEARNING STRATEGIES IN READING COMPREHENSION Iis Nurjanah
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1870

Abstract

This study investigates the language learning strategies use in reading comprehension of 20 EFL students with differing reading achievement at the eleventh grade of two senior high schools in Ciamis. Language learning strategy is the way or trick that employed by the learners as an attempt to solve the problem in their learning. Moreover, it makes the learning faster and easier. By administering questionnaire, conducting interview and using Strategy Inventory for Language Learning (SILL), the study analyzes the high and low achievers’ learning strategies in reading comprehension. The results show that the high achievers are dominant in using affective strategies followed by metacognitive, compensation, social, and memory strategies. On the other hand, the low achievers are dominant in using compensation strategies followed by affective, cognitive, social, metacognitive and memory strategies. The findings indicate that different location, condition, and achievement of school do not relate to the use of broad strategy categories as a whole. The results will become useful feedback for the teachers concerning the importance of knowing and understanding how to help their students in applying strategy in their learning, especially in reading comprehension.
Enhancing Critical Thinking Through Responding to The English Poetry Isti Kristiani
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1871

Abstract

Critical thinking in learning is very important because the skill of critical thinking can influence understanding, analyzing, evaluating arguments and viewpoint (Gregory, William, Henry and James 2011, p. 27). An active maker-or meaning in the experience or responding to a text, that brings meaning to and taking meaning from a symbolic form (Vandergrift 1990, p. 127). The study employed a case study design. The writer took the second year in D class that consisted of 18 students which is divided into 6 group and only 12 students were given questionnaire. In determining the sample, the writer used cluster sampling technique. The data were obtained from several sources, including a observation and questionnaire to students. The findings shows that from each group of basic critical thinking which consist of 6 group, half of group included in category, the dominant category from it was fairness category which total 5 from 6 group. Keywords: Poetry, Critical thinking, literature in EFL classroom
USING LOCAL TOURISM OBJECT TO TEACH WRITING DESCRIPTIVE TEXT Chandra Pratama
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1867

Abstract

This study was conducted to analyze students’ enthusiasm and perceptions in writing descriptive text by using video. English teacher needs a technique of teaching by using mutimedia such as video. It is expected to help the students study writing and this technique makes the students enjoy following material. The aim of this study is to investigate whether the students is more encouraged to learn descriptive text by means of video and how the students perceive about using video for their writing descriptive text. In collecting the data regarding the research question above, the writer conducted the study by gaining qualitative research with case study as the reseach design applied by the writer.
MINIMIZING STUDENTS’ ANXIETY TO SPEAK ENGLISH BY USING SOCIO-AFFECTIVE STRATEGIES Heldi Maulana
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1868

Abstract

This study was conducted to investigate the factors that cause students’ anxiety to speak English, the teacher use socio-affective strategies to minimize student’ anxiety to speak English. To practice speaking is therefore a central part of English lessons in schools. However, to make students speak the target language is not always easy and there can be several different reasons. This study employed descriptive qualitative case study. The population the writer took the students at the eleventh grade of SMAN 1 Pangandaran that consist of 320 students and chose the sample of 1 class consist of 40 students and an English teacher as the sample of this study. The data were obtained from observation, questionnaire and interview. Based on the instruments used by the writer in order to collect the data for answering the research questions about the causes of students’ anxiety and the teacher’s effort to minimize students’ anxiety to speak English by using socio-affective strategies, the writer summarized each point from each research questions above. The findings showed that the factors caused students' anxiety to speak English were: fear of speaking class, students’ low proficiency in speaking English, fear of making mistake, shy to speak English, and self-related cognition. Moreover, socio-affective strategies which were used by the teacher to minimize their anxiety were: motivated them and gave them some positive reinforcements as the way to minimize the students’ anxiety to speak English. Furthermore, those strategies could reduce the students’ anxiety to speak English.Keywords: speaking English, students’ anxiety, socio-affective strategies.
TEACHER’S SCAFFOLDING IN TEACHING WRITING REPORT TEXT Hijriati Utami Putri
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1869

Abstract

This paper discusses about the successful use of scaffolding techniques to improve students’ writingskills in Junior High School. This study  is aimed at finding how the teacher uses scaffolding in teaching writing report text and finding kinds of scaffolding which are used by the teacher in teaching writing report text. The population of this study is all English teacher and all of students at the ninth grade at SMP N 3 Kawali that consisted of one hundred and twenty five students. This study used purposive sampling. Therefore, the writer took one class of the ninth grade students and one of  English teacher  as a sample of the study. Furthermore, the writer conducted a case study and used classroom observation to observed how the teacher taught writing report text including the techniques she used and the interaction between the teacher and the students. The interview guideline was used to notice the kind of scaffolding which are used by teacher in teaching  writing report text. The result and finding of this study includes that the scaffolding techniques involved modeling the concepts and expected behavior by the instructor, conducting in-class activities to help students learn the concepts, assigning homework activities that build on the previous steps, and providing clarifications and support resources to help students in the learning process. It can be concluded that the scaffolding techniques allowed students to go from simple to complex aspects of writing, such as grammar, vocabulary and the writing process,  and develop the necessary writing skills and confidence in their abilities without assistance.

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