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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
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Search results for , issue "Vol 5, No 1 (2018): Journal Of English Education Program" : 6 Documents clear
TRANSLATION TECHNIQUES OF IDIOMATIC PHRASAL VERBS IN TONYA HURLEY’S “GHOSTGIRL: LOVESICK” INTO INDONESIAN Nindy Gladysa
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1883

Abstract

This study is intended to analyze the Translation Techniques Used in translating the idiomatic phrasal verbs and the most frequent Translation Techniques used by Berliani M. Nugrahani as the translator. The Translation Techniques used in this study are adapted from Molina and Albir in 2002. This study employed a corpus-based with descriptive translation study. The Population was twenty three chapters of the novel which contain idiomatic phrasal verbs. The three chapters of the novel were selected as the sample, they were chapter 1, chapter 4, and chapter 7. In determining the sample, it is based on the consideration of the writer that the chapters contain more idiomatic phrasal verbs than the findings in other chapter, so the data gathered was more rich and varied. The data were obtained from content analysis. The Content analysis was conducted to find out 1) What are translation techniques used by Berliani M Nugrahani in translating idiomatic phrasal verbs found in “Ghostgirl: Lovesick” Novel by Tonya Hurley, and 2) What is the most frequent translation techniques used by Berliani in translating idiomatic phrasal verbs in “Ghostgirl: Lovesick” Novel by Tonya Hurley. Findings from the content analysis showed the translator used 6 out of 18 translation techniques, that are Modulation, Transposition, Establish Equivalent, Reduction, Addition, and Literal Translation. Lastly, the most frequent translation technique used is Transposition with total used 53 (43.45%) and the fewest translation technique used is Literal Translation with total used 1 (0.81%).
STUDENTS’ SPEAKING PERFORMANCE IN PRESENTATION CLASS Retti Nurhayati Agustini
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1884

Abstract

This study reports on the students’ speaking performance in presentation class. This study was aimed at finding out: the students’ performance of speaking for academic presentation and the weaknesses and strengths they have in performing speaking for academic presentation. Deborah (2001, p. 1) states that “Presentations are brief discussions of a focused topic delivered to a group of listeners in order to impart knowledge or to stimulate discussion.” The writer took English students at the third grade of English department in Galuh University consisted 20 students. To get the data the writer used two instruments: classroom observation and close ended questionnaire. Then, to interpret the data the writer used qualitative design particularly case study design. The result of this study shows that each student has weaknesses and strengths of each when giving presentations. The prominent strengths when students performing speaking for academic presentation are they did not focus on the notes, they used transitions, their rate speech were not too fast or not too slow and they felt confident to use clear or loud voice. Based on the result of study, it is recommended that students should be more active in practicing their English in groups. It is also suggested that lecturers often implement teaching English speaking through groups.
AN ANALYSIS OF CODE MIXING USED IN THE COMMERCIAL ADVERTISEMENTS ON THE NEWSPAPER AND ITS INFLUENCES TOWARD THE DEVELOPMENT OF LANGUAGE LEARNING Rini Mulyani
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1885

Abstract

This  study  is  aimed  at  investigating  the  types  of  code  mixing  used  in  the commercial advertisement in the  newspaper and the influence of the used of code mixing in commercial advertisement appear toward the development of language learning.   The   study  used   descriptive   study  for  retaining   the   holistic   and meaningful characteristic of real life event. The population was all the commercial advertisements   on   several   newspapers   which   consist   of   30   commercial advertisement  and  took fifteen  commercial  advertisements  as the  sample.  The instruments  used  to  collect  the  data  were  newspaper  advertisements  by using content analysis as the technique to analyze the data and questionnaire used to get the influence the code mixing toward the language learning. Actually, the result showed that code mixing is one of a number of the linguistic manifestations  of language contact and mixing. It shows that there were three types of code mixing; situational switching, metaphorical switching, and conversational switching. Accordingly, there were some kind of code mixing including emblematic, intra- sentential, inter-sentential, and intra-lexical code mixing. In conclusion,  the most types of code  mixing  used  in the  newspaper  was inter-sentential  code  mixing which the percentage 86%, and intra-sentential as the second findings which the percentage was 13%, and the last emblematic which  the percentage was 1%. In addition, the suggestion of this study was aimed at investigating  the application  of code mixing in education  field  and also  the other researcher to repair the study more perfect.
IMPROVING STUDENTS’ SPEAKING PERFORMANCE THROUGH STORYTELLING RINNA NURLINNA
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1886

Abstract

This paper investigates the effectiveness of the use of storytelling to improve students’ speaking performance in English teaching learning process. Particularly, the use of storytelling was expected to give a positive effect to improve students’ speaking ability. The problem in this research is whether storytelling is effective to improve students’ speaking performance and what is the students’ perception in speaking by using storytelling. The population of this study was all the eighth grade students of SMPN 1 Sadananya in the academic year 2013/2014 consisting of 193 students. The writer took 50 students as sample of the research that consisted of class 8th A with 25 students as experimental group and class 8th C with 25 students as control group as sample of the research. The instruments are speaking test and questionnaire. Speaking test used to collect data were pre-test and post-test to Experimental and Control groups. The speaking test is in the form of selecting one of topics and practices it to be performed by each student in front of the class. They served to measure students’ ability to speak specifically by using storytelling. Meanwhile, questionnaire is in the form of the question that was about the statements of students’ perception on the use of storytelling to improve their speaking performance. From the research that had been carried out, the result of the research from two research questions were from the first research question can be drawn a conclusion that storytelling is effective to improve students’ speaking performance. Therefore, the writer could conclude that the teaching speaking by using storytelling is beneficial to be implemented by English teachers in order to improve the students’ speaking performance. Based on the result of this study it is suggested that storytelling be applied to teach English speaking performance, especially junior high school students. 
FLANDERS INTERACTION ANALYSIS (FIA) IN ANALYZING TEACHERS-STUDENTS INTERACTION AT THE DIFFERENT EDUCATIONAL LEVEL tedi skm
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1727

Abstract

This research presents regarding the analysis of flanders interaction in analyzing teachers students interaction in EFL classroom based on 2013 curriculum. This study aimed at describing the kinds as well as analyzing the characteristic of teacher-students interaction in EFL classroom that implements 2013 curriculum. This study employed a qualitative approach, descriptive research design in particular. 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 ctegories, namely accepting feeling, praising and encouraging, accepting or using ideas of students, asking questions, lecturing, giving directions, criticizing or justifying authority, student-talk response, student-talk initiation and silence (Walsh, 2011). To obtain the data, the researcher conducted classroom observation in two English classess of Peminatan program (Optional program) at the tenth grade in one of Senior High School in Ciamis which implements 2013 curriculum. The findings of this study revealed that the kinds of teacher-students interaction occured in both classes were teacher talk, student talk and silence. Due to teacher talk gained highest percentage in all classroom observation of both teachers, classroom interaction was dominated by teacher talk through emphasizing on asking question. In 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 term of characteristic of teacher-students interaction, the characteristic in both classes was content-cross Based on the finding above, it could be inferred both teachers used asking questions and lecturing to interact with the students.  Key word: Flanders Interaction Analysis (FIA), EFL classroom, 2013 curriculum
THE USE OF TASK-BASED LANGUAGE TEACHING IN THE SPEAKING CLASS IN IMPROVING STUDENTS’ CRITICAL THINKING Nidia Trisnawati
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1882

Abstract

This paper reports on the implementation of task-based language teaching in improving students’ critical thinking. This study was aimed at figuring out the implementation of task-based language teaching in the speaking class by the lecturer in improving students’ critical thinking. This study was conducted because the writers realize that critical thinking is very important for the students. Therefore, to improve students’ critical thinking the lecturer has to provide suitable approach to make teaching and learning process more optimal. This study employed a qualitative research that was designed as a case study design. The finding revealed that based on the observation result, the lecturer used task-based language teaching in three stages among others is pre-task stage, task-cycle stage, and post-task stage. It is supported by the result of interview which showed that task can help the students in understanding the material; hence they can improve their critical thinking when they conducted a classroom discussion. Then, based on the findings of questionnaire, the students’ perceptions on the use of task-based language teaching are very positive because most of the students’ enjoy and interested in the teaching and learning process by using task-based language teaching. Therefore, it can be concluded that the use of task-based language teaching is very useful for the students. 

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