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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 174 Documents
 8   9   10   11   12 
THE USE OF CARTOON STORY MAKER SOFTWARE IN TEACHING WRITING DESCRIPTIVE TEXT Rangga Ramdhani
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (424.3 KB) | DOI: 10.25157/(jeep).v8i1.5228

Abstract

The study was aimed to investigate the implementation of Cartoon Story Maker Software in the classroom. To gain the data, the author employed a qualitative case study and the data were obtained through the observation, interview and questionnaire. The author concluded that, the teacher used Cartoon Story Maker Software well in the classroom. The teacher had a strong perceptions on using Cartoon Story Maker Software that the teacher could make a good situation to motivate the students in teaching writing descriptive text. The teacher also confirmed that the students enjoyed it and it was found that almost all students (75%) preferred to learn to write descriptive text using Cartoon Story Maker Software and 25% was the rest who did not. Finally, the author provides suggestions for English teacher who teach English and students who learn English that Cartoon Story Maker Software gives the contribution to the learning process, so that the interaction in the teaching and learning process runs smoothly. Keywords: cartoon story maker software, descriptive text, writing 
IMPLEMENTING TWO STAY TWO STRAY MODEL ON LOW MOTIVATED STUDENTS’ CLASSROOM ACTIVE LEARNING Mohamad Akbar Ardiansyah
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4318

Abstract

This paper reports about the implementation of Two Stay Two Stray model on low motivated students' classroom active learning in one of Islamic senior high school, Ciamis. This study focused on the implementation of Two Stay Two Stray model as a teacher strategy in involving students during English learning in the classroom. The purpose of this research were to find out the teacher’s strategy in involving the students by using Cooperative learning of model Two Stay Two Stray, and low motivated students’ perception about the strategies used by the teacher in involving them during English learning activities in class. A case study methodology was used in this research. This research took one class of the tenth grade as the participant, and data were collected trough classroom observation and questionnaire. The findings of this research revealed that the implementation of the Two Stay Two Stray learning model as a teaching strategy is able to involve students in English learning process in the classroom. Cooperative learning of model Two Stay Two Stray is effective to be applied in teaching and learning English in the classroom. Finally, the author provides suggestions of how this model can be an alternative technique for teachers to teach speaking, writing, listening, and reading.Keywords: Two Stay Two Stray (TS - TS) model, Teacher Strategies, Motivation, Active Learning.
NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) FOR HOTEL AND TOURISM IN THE VOCATIONAL HIGH SCHOOL (A Case Study at Eleventh Grade in One of Vocational High S¬¬chool in Ciamis) Desi Yuniarti
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1833

Abstract

This paper reports the need analysis of English for specific purposes (ESP) for hotel and tourism in the vocational high school. This study was aimed at finding out the English Specific purpose material design that taught to students in vocational high school of hotel and tourism major and students’ needed of English specific purpose material to be used in the field. Hutchinson and Waters (1987, p. 59) says that “needs analysis or "target situation needs analysis" is "in essence a matter of asking questions about the target situation and the attitudes towards that situation of various participants in the learning process". In collecting the data regarding the research question above, the writer conducted the study by gaining qualitative research with case study as the research design applied by the writer. This research conducted in a class of eleventh grade which consisted of 30 students in one of vocational high school in Ciamis, West Java. In addition, to collect the data needed, the writer used the interview and questionnaire as the instrument used. The data from interview were analysed by classifying, interpreting and commenting the results of the interview in chapter four. In analysing the questionnaire the writer used the display data interpretation based on the percentage of the computation. The data were displayed in 10 tables completed with the description and conclusion from each item. Based on the finding, most of the 76.70% students responded strongly agree that an English specific purpose is the material that needed for their major. Based on these findings, the writer concluded that the students’ of hotel and tourism needed English specific purposes material for their major. The English specific purposes teacher must have the ability to arrange the appropriate materials and adapted it with the students’ needs of each major. Based on these findings the writer recommended, English for specific purposes can be an effective in teaching English to students at hotel and tourism in vocational high school to enhance students’ language need.
MOVIE CLIPS AS A MEDIA TO TEACHING WRITING OF NARRATIVE TEXTS Anisa Oktaviani; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.357 KB) | DOI: 10.25157/(jeep).v8i1.5227

Abstract

This paper reports on student’s perception on the effect of teaching writing of narrative texts using media movie clips. Movie clip is one kind of audio visual media which is very useful in teaching learning process if the teacher carefully prepares it and then she/he uses it effectively to support the explanation of the lesson.This research uses mixed method design with explanatory type design by means of three data collection techniques : pre test and post test, document test, and interview. The sample of this research was 12 students of ten grade from one Vocational High School in Tasikmalaya. The result of this research shows the significant effect with normality test is 0.63≥ 0.05 so that H0 is accepted. Then value of pretest comes from populations that are normally distributed, and that significant value of post test is 0.15 ≥0.05, so that H0 is accepted. The improvement made by movie clips is an avarage pretest amounting 63.58 and 77.5 for posttest. It means that there is an improvement, and the perception obtained from interview shows a lot of positive comment. Meanwhile, each student has different scores, high and low, that are able to influence how their learning achievement are in the classroom, but they have the same goal in writing class in that they want to write well and correctly. Before writing, they must also have good exercise and skill in order to get correct writing results and to achieve success in this course.Keywords: mixed method. movie clips, writing
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
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 AND STUDENTS’ CHALLENGES AND STRATEGIES IN WRITING NARRATIVE TEXT USING GOOGLE CLASSROOM IN A REMOTE AREA Meita Nurdini Lestari; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (701.845 KB) | DOI: 10.25157/(jeep).v9i2.8550

Abstract

This research focused on teacher and students’ challenges and strategies in writing narrative text by using Google Classroom in a remote area. This case study was carried out in an Islamic Senior High School in Malangbong Garut. The writer selected the English teacher and 27 students in class XI IPA-1 as the participants of this study. The first conclusion revealed that the teacher and the students faced challenges in teaching and learning of writing narrative text by using Google Classroom in a remote area, especially in grade eleven of an Islamic Senior High School in Malangbong Garut. The second conclusion revealed that the teacher and students used strategies to solve their challenges in teaching and learning of writing narrative text by using Google classroom in a remote area.
NEGOTIATION STRATEGIES USED BY THE TEACHER IN TEACHING SPEAKING Rizki Wahyudi
Journal of English Education Program (JEEP) Vol 5, No 2 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i2.1892

Abstract

This study reports negotiation strategies used by the teacher in teaching speaking, particularly at a senior high school class. Meaning negotiation is a process that the speakers go through to reach a clear understanding of each other. In this regard, two questions are addressed: (1) How is negotiation strategies implemented by the teacher in teaching speaking ? (2) What type of  negotiation strategies is most preferred by students? To get the data the researcher administered interview and conducted classroom observation to one teacher and 34 students at class IPA 1 in tenth grade of SMAN 1 Ciamis.A transcript of the teacher and students interaction was taken as the main source of data. the researcher analyzed the data by using Pica and Doughty theory (1987) namely; comprehension check, confirmation check, clarification request. The result show that there are three categories in negotiation strategies used by the teacher in teaching speaking . Namely requests (38.09%), comprehension check (33.33%), and the last confirmation check (28.58%). The results  indicates that the  conversational adjustment like confirmation checks, comprehension checks and clarification requests implemented by the teacher in teaching speaking. Among these categories, clarification requests were the most frequently used  strategies in teaching speaking.
AN ANALYSIS OF TRANSLATION TECHNIQUES USED IN TRANSLATING A SHORT STORY “BEFORE / AFTER” BY MARY MCCLUSKEY Nurmahalia Dwi Putranti
Journal of English Education Program (JEEP) Vol 2, No 2 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i2.1859

Abstract

This study is intended to analyze the translation techniques used in translating a short story and the translation techniques mostly used in translating a short story. The translation tehcniques used in this study are adapted from Molina and Albir in 2002. In this regard, two questions are addressed : (1) what are translation techniques used in translating a short story Before / After by Mary McCluskey ? and (2) what is the translation techniques mostly used in translating a short stort Before / After by Mary McCluskey ?. The data were obtained from content analysis. Findings from the content analysis showed the translator used six out of eighteen translation techniques, they are Addition, Borrowing (Pure and Naturalized Borrowing), Literal Translation, Modulation, Reduction, and Transposition. Lastly, the translation techniques mostly used is Literal Translation with total used 33 (34,02%) and the fewest translation techniques used is Pure Borrowing with total used 3 (3,09%).
EFL STUDENTS’ PEDAGOGY FOR SOCIAL CONSTRUCTIVISM IN SPEAKING BLENDED MODE ACTIVITIES: A CASE STUDY Dhea Setiawan
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (636.095 KB) | DOI: 10.25157/(jeep).v9i1.7571

Abstract

This article reports on a learning method using social constructivism on blended learning efl pedagogy in speaking class. This research investigated the activeness of twelfth grade students from six science classes, in learning English speaking applying both face to face and online classes. A case study research design was used in the present study, and the observation and interview data were collected transcribed, coded, and analyzed with triangulation, The findings revealed that learning using social constructivism is very important in students’ activities. So that students must be better in their preparation, and comprehend the teaching materials before attending the class for their readliness, activeness, and fully participation in classroom activities, It can be said that social constructivism is beneficially needed for students for equipping themselves to follow learning process both face to face and online learning. The present study calls for other researchers to do other issues in the same fied for responding the research gap: How a teacher can motivate students who are not ready in the teaching and learning process to be active in speaking in class despite their lack of understanding in learning, and how much time should be used for the teaching and learning process with the social constructivism method so that students can really master class learning in the classroom. appeal to teachers who only act as facilitators.

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