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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 4, No 2 (2017): Journal Of English Education Program" : 5 Documents clear
IMPROVING STUDENTS’ SELF CONFIDENCE IN SPEAKING ENGLISH SKILL BY USING DRAMA Weny Noviany Rahayu
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1879

Abstract

This paper deals with the investigating students’ self-confidence in speaking English skill by using drama. This study was aimed at investigating whether the use of drama could improve students’ self-confidence or not and the students’ perception about their self confidence in English speaking skill by using drama. The writer use a case study design as a research design of the study in order to gained the detail information how drama improve the students’ self-confidence in speaking. The population in this study all students at the third grade of English Departement in Galuh University. The sample of this study was one class of the third grade students as a sample of the study. In determining the sample, the writer used purposive sampling technique. The instruments used in this study consisted of two instruments including classroom observation and questionnaire. The results of data analysis showed that regarding the first research question, most of the students’ performance indicated have optimal self-confidence. Meanwhile, the diffident self-confidence was indicated in the conversation of drama. The last, the over self confidence also found on the students’ performance in performing the drama. The result also showed that there were some requirements of speaking which influence toward the students’ speaking performance. All those requiremets include the use of appropriate grammar, vocabularies, and spelling the appropriate pronunciation. All the requirements should be noticed by each of the speakers. In conclusions, the use of drama in speaking effective in improving students’ sel-confidence.
THE USE OF PRESENTATION SOFTWARE IN TEACHING ENGLISH SPEAKING SKILL Vini Agustina Rohman
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1880

Abstract

In recent years, the use of presentation software in classroom instruction has significantly increased globally. The purpose of this study was to find out the teacher’s way of using presentation software in teaching English speaking skill, the teacher’s reason for using presentation software to teach English speaking skill, and the students’ perception teaching learning English speaking skill through presentation software. The sample in this study were an English teacher in Junior High School and 30 eighth grade students of that school. The study was conducted in a cyclic process starting from classroom observation, interview to the teacher, and questionnaire for the students. The study employed a qualitative research design, embracing characteristic of a case study. The results showed that teacher used presentation software by using Laptop and LCD projector. In addition, she included several media in her slide such as pictures, songs, audios, and script dialogue. Moreover, data from interview showed that the teacher’s reasons for using presentation software in teaching English because presentation software provided many advantages for her. Furthermore, the data from questionnaire showed that students’ perception teaching learning English speaking skill by using presentation software were agree. Teaching  learning English speaking skill through presentation aspects which has been rated good is  “Saya suka jika guru mengajar speaking  menggunakan presentation software” (80.00%, 24 students). Almost students choose agree rather than strongly agree because as the teacher said in interview that teaching learning English speaking skill through presentation software was not something new for them. Thus, there were less of students who choose a neutral and no students choose disagree or strongly disagree. This study concludes that the use of presentations software can be implemented in the teaching learning English speaking skill.
AN ANALYSIS OF SPEAKING CLASSROOM DISCOURSE BASED ON CDA BY MEANS OF FAIRCLOUGH’S FRAMEWORK Pipih Nofitasari
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1881

Abstract

This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the speaking classroom discourses in one of senior high school in Ciamis. The study involved one English teacher and students at the tenth grade especially class X3. The aim of this study is to display the important contribution which a critical analysis makes to our understanding of teacher/students relationship through the analysis of critical discourse analysis. The data source consists of transcripts by applying three steps within CDA (description, interpretation, and explanation), indicated that some textual formal features were dominant, besides  teacher have dominant role to the extend that the students were keep apparently passive and powerless. The finding of this study are expected for teacher and students in increasing their critical thinking towards phenomena or social practice around them. 
AN ANALYSIS OF CODE MIXING AND CODE SWITCHING ON LECTURERS’ ACTIVITIES IN THE CLASSROOM Yayan Yayan
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1877

Abstract

This study is intended to investigate the use of code mixing and code switching by the lecturer A and D in their activities in the classroom. In this study, the researcher used Hoffman and Muysken theories. The findings of this study were expected to give some useful insights to English department students in order to get better understanding of the use of code mixing and code switching. The research design of this study is descriptive qualitative and the data of this study is in form of lecturers’ activities. The results showed that there was one type of code mixing and one kind of code switching which were used by the lecturer A. Namely: Insertion code mixing (60%), and Inter-sentential switching (100%). Then, there were two kinds of code mixing and three kinds of code switching which werre used by the lecturer B. Namely: (1) Insertion code mixing (70%), alternation code mixing (30%). And then, (1) inter-sentential switching (30%), (2) intra-sentential switching (30%) and (3) emblematic switching (10%). This study concludes, that insertion code mixing was mosly used by the lecturer A and D. And then, inter-sentential was mostly used by the lecturer A and D, because they prefer to explain their messages used code mixing and code switching from one language to another language between sentences. The results of this study do not involve all aspects of code mixing and code switching on lecturers’ activities. It was expected to the next researcher to include all aspects of it.
THE IMPLEMENTATION OF PEER-REVIEW TECHNIQUE IN AN EFL WRITING CLASS Wiwit Rianti
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1878

Abstract

This study gave a report on the implementation of peer-review technique in teaching EFL writing conducted in the second level of English Program of a Private University. This study aimed at finding out the implementation of peer-review technique in an EFL writing class, finding out the reasons of the lecturer for using peer-review technique in teaching creative writing, and finding out the students’ perceptions on the implementation of peer-review technique in writing class. To investigate the students’ problems, the writer proposed three research questions: (1) how does the lecturer implement peer-review technique in an EFL writing class?  (2) why does the lecturer use peer-review technique in teaching writing? (3) what are the students’ perceptions on the implementation of peer-review technique in writing class? To get the data, the writer employed case study design. Based on the result of the study, it showed that peer-review technique can help the students to improve their EFL writing class. Besides that, the students can increase their critical thinking through peer-review technique. Finally, based on the results above, the writer suggested that English lecturer had to implement peer-review technique to improve students’ critical thinking in writing.

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