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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
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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. 
MALE AND FEMALE STUDENTS’ APOLOGIZING SPEECH ACT IN ACADEMIC SETTING Ernawati Ningsih
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1850

Abstract

This research aims to describe on the use of apologizing speech act strategies between male and female students in academic setting. In this research the writer would like to propose a research question: What are apologizing strategies performances used by male and female students? To get the data, the writer then gives twenty questionnaires called Discourse Completion Test (DCT) to twenty students; consists of ten male and ten female. The writer takes twenty students from the third grade of Galuh University as the respondents. To interpret the data, the writer uses qualitative design particularly a cross-sectional design. The result of the research shows that the study reveals the most dominant apologizing strategy used by both of male and female are apologizing was done by an expression of apology IFID+EXPL strategy and an expression of apology IFID+EXPL+IFID strategy. From the overall findings, the writer argues that male and female participants almost use the same strategy to respond to the addressee in each situation. The difference between them is in the frequency of apologizing strategies used to respond to the addressee in each situation. In the other hand, their similarity is in the way they express their apology, by using apologizing strategy, or it can be said that both of them prefer to state the word apology for apologizing in responding to each situation.Key words: speech act, apologizing, gender.
A STYLISTIC ANALYSIS OF DERIVATIONAL MORPHEME ON NARRATIVE TEXTS IN EFL TEXTBOOK Yusep Nurdiana Putra; Iskhak Said; Rita Apollonia
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.429 KB) | DOI: 10.25157/(jeep).v8i2.6430

Abstract

The research reported in this paper centered on the issue of derivational morphemes analysis which uses narrative texts as the object of the study. Out of 15, 6 narrative texts were chosen from EFL Textbook of Senior High School ‘Developing English Competencies’. Afterwards, the writer set two research questions: to investigate the kinds and the dominant affixes of derivational morphemes which are mostly used on Narrative Texts in EFL Textbook. This study employed qualitative strategies by using content analysis as the instrument of gained data. The results for the first question asserted that among three kinds such as prefix, infix and prefix, there were only two kinds derivational morpheme founded on narrative texts in EFL Textbook, both of these derivational morphemes were prefix and suffix. Besides, the infix was not founded on the whole of the texts. Moreover, the results for the second research question revealed that the dominant affixes mostly used on narrative texts in EFL textbooks was the suffix. Finally, it is expected that on narrative texts, suffix was the important rule to compose the text intact. Moreover, the other affixes such prefix and infix were lower than suffix on the whole of the texts. For instance, ‘ly’ and ‘ed’ as affixes that was added and used on narrative text in EFL textbook that was analyzed. In the meantime, in every texts that have been analyzed, most of the affixes, both prefix and suffix changed the part of speech of the root when changed to the new word. It is suggested for further researchers to conduct the research on by using the other texts by covering derivational and inflectional morphemes. Keywords:  stylistic, derivational morphemes, narrative text, EFL Textbook
THE CIRC TECHNIQUE IN TEACHING READING COMPREHENSION ON DESCRIPTIVE TEXT Lita Legiawati
Journal of English Education Program (JEEP) Vol 4, No 1 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i1.1873

Abstract

This paper deals with the analysis of the CIRC technique in teaching reading comprehension on descriptive text. This study was aimed at investigating how the teacher apply CIRC technique in teaching reading descriptive text and the students’ perception on the way of CIRC technique applied by the teacher of reading descriptive  text. The basic theory of CIRC technique itself was from Slavin  (2005). The writer used a case study design as a research design of the study in order to gained the detail information the CIRC technique in teaching reading comprehension on descriptive text. The population in this study was the entire English teachers and all of the students at the eleveth grade in one of the senior high school in Ciamis consisted of four English teacher and 253 students. The sample was an English teacher and 30 students. The instruments used in this study consisted of three instruments including classroom observation, questionnaire and interview. The results of data analysis showed that the teacher has implemented the elements of CIRC technique including basic activity, direct teaching, and language art (David, 2002, p. 12. In conclusion,  the implementation of CIRC technique was effective in motivating and enjoying the students during the teaching and  learning process. The study suggested to the English teacher, the students and also the researcher for further study. Besides, their further researchers are suggested to use various research instruments to gain the richer data.
INVESTIGATING EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) FOR THEIR TEACHING Nur Alifatun Nisa
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 (584.495 KB) | DOI: 10.25157/(jeep).v9i2.8555

Abstract

This study focused on EFL pre-service teachers’ perceptions of TPACK (Technological Pedagogical Content Knowledge) for their teaching English education students at a private college in Ciamis, Indonesia. A survey study was used as a research design. The writer purposively selected 35 pre-service teachers (11 male and 24 female students) as the participants. The questionnaires were used as the research instrument in this study. This study used exploratory data analysis to analyze the data. The conclusions revealed that TK, TPK, and TPC were informed the highest percentages followed by Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK). It also revealed that they implemented their TPACK which mostly focuses on technological knowledge rather than pedagogical knowledge.
TEACHERS’ STRATEGIES IN IMPLEMENTING FORMATIVE ASSESSMENT IN ENGLISH LANGUAGE TEACHING Riska Yulistiana
Journal of English Education Program (JEEP) Vol 1, No 2 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i2.1840

Abstract

This study is concerned with the issues of formative assessment strategies in English language teaching. Formative assessment has essential role in promoting students’ learning to gain better achievement. It was aimed to know teachers’ strategies in implementing formative assessment and to describe how teachers implemented each strategy in English language teaching. A case study methodology was employed in this research, and the data were collected through classroom observation and interview. The participants of the study consist of two teachers from one of state high school in Ciamis. The data gained was analyzed by using framework of formative assessment strategies proposed by Leahy et al. (2005). The finding revealed that the five strategies of formative assessment were implemented by the English teachers. In addition, there were a variety of ways in its implementation related to the class need. The teachers adjusted to findings information about students’ learning situation as well as an available instructional time. Based on these findings, it is recommended that teachers have to concern about formative assessment in English language teaching. The teachers should be able to implement strategies of formative assessment which is adjusted to the characteristic of students and instructional findings.Key words: Teacher, Strategies, Formative Assessment
AN ANALYSIS OF EFL STUDENTS’ TRANSITIVITY PROCESS OF WRITING RECOUNT TEXT Yanti Rosmayanti
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 (488.162 KB) | DOI: 10.25157/(jeep).v8i1.5232

Abstract

This paper focuses on the analysis of transitivity process contained in EFL students‟ writing recount text and dominant type of transitivity process in EFL students‟ writing recount text. Descriptive qualitative method is used to analyze the Transitivity Process of EFL students‟ writing recount text consisting of collecting data, classifying data, analyzing, and interpreting data. The document of this study is six EFL students‟ writing recount texts and there are 173 data consisting of clauses taken from the text. The finding reveals that there are six types of transitivity process contained in EFL students‟ recount text: material process, mental process, relational process, behavioral process, existential process and verbal process. Material process becomes the first mostly applied with the total number of occurrence 108 (62.43%) from overall data. Mental process becomes the second mostly applied with the total number of occurrence 26 (15.03%) from overall data. Relational process becomes the third mostly applied with the total number of occurrence 21 (12.14%) from overall data. Existential process is applied with the total number of occurrence 12 (6.94%) from overall data. Verbal Process is applied with the total number of occurrence 5 (2.88%) from all data; and the last, behavioral process is applied with the total number of occurrence 1 (0.58%) from overall data. Material Process is the dominant transitivity process types in all the EFL students‟ recount text with the total number of occurrence 108. Based on the findings, it is recommended that, Transitivity process should be applied in the educational field, for example, in the learning writing process, to help students in improving their achievement and their knowledge of in transitivity process. Keywords:  Recount text, Transitivity process
EFL LEARNERS’ PERSPECTIVES TOWARDS THE USE OF EDMODO IN THE TEACHING AND LEARNING OF TRANSLATION SUBJECT Gesy Gania
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).v7i1.4314

Abstract

This study is about the use of Edmodo in the teaching and learning of Translation Subject. This study was aimed at investigating the EFL learners' perspectives towards the use of Edmodo in the teaching and learning of Translation Subject and finding out the EFL learners' perspectives on the advantages and disadvantages of the use of Edmodo. This study employed qualitative method with survey design. This study involved 48 participants at fourth-year students of English Department in two universities. The data were collected from closed-ended questionnaire and interview. Based on the result close-ended questionnaire the researcher concluded that the students gave positive perspectives about the use of Edmodo in the teaching and learning of Translation Subject, they assumed that the use of Edmodo in the teaching and learning of Translation Subject really helps them to do some tasks from the lecturer easily and can be implemented anytime and anywhere. From the interview the researchers concluded the advantages that Edmodo helped the users to do the task or share the information, not consuming the time, and they could learn anywhere anytime and not paper consuming. Futhermore, the disadvantages of Edmodo, that Edmodo it’s not too effective for teaching and learning process in Translation Subject. In conclusion, Edmodo will be efficient to access when they have good internet connections. But, Edmodo it’s not too effective for teaching and learning process in Translation Subject because when the teacher gives the materials without explanation, the students will get confused. Finally, this study suggest other researcher to use the results of the study to give more objective data, from many instruments to enrich their research, extend the sample of the study and employ other method and design in order to enrich the data.Keywords: Edmodo, teaching and learning process, Translation Subject
AN ANALYSIS OF MEANING NEGOTIATION STRATEGY BETWEEN LECTURE-STUDENTS IN ENGLISH ONLINE CLASSES DURING PANDEMIC COVID-19 Ririn Danari
Journal of English Education Program (JEEP) Vol 7, No 2 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i2.4245

Abstract

This study is about Meaning negotiation that aims at investigating the type and strategies of meaning negotiation from Lectures and Seniors in English Online Classes during pandemic covid-19. Meaning negotiation show the students how to get the interaction with communication in conversation and the lectures strategies to have a good interaction with students. The aims of this research is to find out the type and strategies of meaning negotiation from lectures and students in Galuh University and reason the writer have this research is the writer want to students more confident and brave to speak up, ask and have an interaction and the lecture have a strategies to make a good interaction with the students. A qualitative design in which case study was employed in this study. The participants is the seniors and lectures from English Education Departmen Program and the data were collected by interviews use Google form and audio as the instruments. The results of the data is The Seniors of English Education Department Program use three from five categories signal of meaning negotiation focused by the writer, it is clarification check, confirmation check and repetition and the strategies of a humors related to the material with give the students example of English function and English expression before them speak up is the strategy of Lecture to have a meaning negotiation in English Online classes. This reseach concludes that meaning negitiation is important for the academic people to have a good communication.Keyword : Meaning negotiation
THE IMPLEMENTATION OF CRITICAL READING IN THE CLASSROOM Rita Risnawati
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.2922

Abstract

This paper aims to know the implementation of critical reading in the classroom. Critical reading is a skill highly necessitated in both academic and everyday lives. A critical reader is able to detect bias, prejudice, misleading opinion, and illogical conclusions, in a text. As a reading skill which involves critical thinking competence, critical reading can be defined as the process of understanding, questioning, and evaluating a text, which is carried out actively and consciously, in order to well assess the accuracy and validity of a writer’s ideas. As a skill, critical reading could be developed through learning and practices. To know their problems, the researcher proposes a research question: How is critical reading implemented in the classroom? What are the students’ perception toward the implementation of critical reading in the classroom? To get the data the researcher used two instruments Observation and close- ended Questionnaires. The writer takes one English teacher and students of Eleventh grade in Senior High School consisted 28 of students. To interpret the data, the writer uses qualitative design particularly case study design. The result in this study it was concluded that the process of the implementation of critical reading consists of three stages such as pre-reading stage, while- reading stage and post reading stage. The process of the implementation of critical reading worked well, the learning process was effective, the students are more motivated to learn and critical reading process can improve students' reading ability and the student look like enjoy learning using critical reading. 

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