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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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ENHANCING STUDENTS’ CRITICAL THINKING SKILLS IN WRITING NARRATIVE THROUGH PEER-FEEDBACKING ACTIVITIES Ade Fatimah Salafia
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 (187.771 KB) | DOI: 10.25157/(jeep).v8i2.6433

Abstract

This study aims to find out whether peer-feedbacking activities effective in improving students’ critical thinking skills in writing narrative or not and students' perceptions on the use of peer-feedbacking in improving students’ critical thinking skills in writing narrative. This study applied a mixed method design which employed true-experimental with the type of pre-test post-test control group design for the quantitative data and close-ended questionnaire for the qualitative data. The population of this study were all students of tenth grade in one of vocational high school in Padaherang and the sample were 30 students as the experimental group and 30 students as the control group. The data of this study were obtained from pre-test, post-test and questionnaire. The result obtained from the pre-test and post-test concluded that Peer Feedback Activities is effective in teaching writing. The findings showed that the students’ score improved from pretest to posttest. In conclusion, there was a significant difference in students' critical thinking before and after being taught by means applying Peer Feedback Activities. Based on the questionnaire, the study concluded that the students expressed positive perceptions about peer feedback activities and it was effective in enhancing critical thinking in writing narrative. The future researchers  are suggested to conduct  experiment  or  action  research  to  improve  writing or  other dependent  variables   ability  through  peer -feedbacking.Keywords: Critical Thinking, Writing, Narrative, Peer Feedback.
THE USE OF NUMBERED HEADS TOGETHER (NHT) TECHNIQUE IN TEACHING READING RECOUNT TEXT Mia Siti Kamilah
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).v4i1.1876

Abstract

This study investigated the use of Numbered Heads Together (NHT) technique in teaching reading recount text at the eighth grade of a junior high school. Numbered Heads Together (NHT) technique is one of techniques which is derived from cooperative learning method that includes four simple steps: dividing and numbering off students into a group, giving a problem, putting heads together, and calling up the numbered-heads (Slavin, 2005). This study was conducted in qualitative approach, particularly case study. The data were obtained from several sources including classroom observation in four sessions and interview to an English teacher and six students at the eighth grade of a junior high school in Ciamis. The result showed that based on the classroom observation and interview, the use of Numbered Heads Together (NHT) technique was useful and appropriate to attract students’ attention in learning reading, in this case the students could more increase their reading ability. As result of findings of this study, Numbered Heads Together (NHT) is recommended to be used in teaching and learning process to increase students’ reading ability.
THE IMPLEMENTATION OF PEER ASSESSMENT IN TEACHING SPEAKING OF MONOLOGUE Dwi Eka Lestari
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).v2i1.1843

Abstract

This study investigates the implementation of peer assessment in teaching speaking of monologue. According to Berg et al. (2006, p. 19), “peer assessment is a process in which students assess the quality of their students’ work and provide each other feedback”. The purpose of this study to investigate: (1) How the teacher implements peer assessment in teaching speaking of monologue? (2) Why the teacher implements peer assessment in teaching speaking of monologue? (3) Students’ perceptions on the implementation of peer assessment in teaching speaking of monologue?. To obtain the data, the writer used three instruments: classroom observation, interview, and questionnaire. The sample of this study was one English teacher and one class of the eleventh grade consisting of 20 students. The result of this study showed that the use of peer assessment is effective to be implemented as a technique to improve students’ speaking ability. In conclusion, it is recommended that peer assessment can be implemented in learning speaking of monologue at the eleventh grade of Senior High School. Key words: peer assessment, teaching speaking
MALE AND FEMALE EFL JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTION ON THE USE OF MIND MAPPING METHOD TO INCREASE SPEAKING ABILITY Ifham Muhammad Fauzi
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 (630.427 KB) | DOI: 10.25157/(jeep).v8i1.5229

Abstract

This study investigated perception of male and female junior high school students’ on mind mapping method employing qualitative method. Classroom observation was used to get perception of male and female students before conducting the questionnaire. Interview was administered to 2 male and 2 female students from 20 students. The findings revealed that: 1) the male and female students perceived mind mapping method interesting to increase speaking ability; 2) female students were more active and enthusiastic in learning process to increase speaking ability than male; 3) female students submitted a better results of the assignments given by their teacher in effort to increase speaking ability by using mind mapping method; 4) mapping method is very helpful to increase speaking ability of male and female junior high school. This study suggests that the teacher should master and have a better understanding of mind mapping method with the purpose of equipping students various knowledge and English interest to increase their speaking ability. Keywords: gender, mind mapping, perception, speaking ability,
VOCATIONAL HIGH SCHOOL TEACHERS DIFFICULTIES IN IMPLEMENTING ASSESSMENT CURRICULUM 2013 IN TEACHING WRITING Lia Lesmanasari
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).v7i1.4317

Abstract

This study deals with the investigation of vocational high school teachers difficulties in implementing assessment curriculum 2013 in teaching writing. It is a descriptive qualitative study in one of the vocational high school in Banjar. In conducting this study the writer used qualitative research in which descriptive study was employed to collect the data from participant in this research, that was an English teacher in vocational high school who implemented assessment in curriculum 2013. Moreover, classroom observation and interview were the instruments used by the writer in collecting the data.  The data obtained from those instruments were analyzed by the writer qualitatively. Based on the data from classroom observation, the teacher implemented ongoing assessment in various ways including homework, class discussion, communicating purposes and learning targets, journal, portfolios, questioning, self-assessment and peer assessment as suggested by Stiggins (2005, p. 26). It means that the teacher implemented ongoing assessment in writing assessment in the contex of curriculum 2013. Furthermore, that the teacher has difficulties in implementing curriculum 2013 such as in developing content, the idea, and the features of curriculum 2013. The strength of curriculum 2013 consisted of some points. First, 2013 curriculum uses a scientific approach.  Second, 2013 curriculum is competency and character based curriculum. Third, many fields of study related to the development of skills which are more appropriate to use the competency approach. On the other hand, the weakness of curriculum 2013 is the competencies which are required in accordance with the development of society, such as character education, environmental awareness, approaches and teaching methods, the balance of soft skills and hard skills, as well as the entrepreneurial spirit, have not been accommodated in the curriculum. Keywords: Vocational high school, assessment, curriculum 2013, writing assessment
FLANDERS INTERACTION ANALYSIS (FIA) IN ANALYZING TEACHER-STUDENT INTERACTION IN EFL CLASSROOM BASED ON 2013 CURRICULUM Retna Fauziah Adhitya Rini
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).v1i1.1834

Abstract

This study investigated teacher-students interaction in EFL classroom that implements 2013 curriculum. This study focused on the kind as well as the characteristic of teacher-students interaction in EFL classroom that implements 2013 curriculum. 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 categories, namely accepting feeling, praising and encouraging, accepting or using ideas of student, asking questions, lecturing, giving directions, criticizing or justifying authority, student-talk response, student-talk initiation and silence (Walsh, 2011). In this regard, two questions are addressed : 1) What kinds of teacher-students interaction occurred in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis? and 2) What is characteristic of teacher-students interaction reflected in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis?. To obtain the data, classroom observations were conducted in two English classes of Peminatan (Optional) program at the tenth grade in one of Senior High School in Ciamis which implements 2013 curriculum. Then, two English teachers and sixty students were selected purposively. The findings revealed that the kinds of teacher-students interaction occurred in both classes were dominated by teacher talk through emphasizing on asking question. In the 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 terms of characteristic of teacher-students interaction, the characteristic in both classes was content-cross. In the case of teacher A, the percentage of content-cross was 43.83%, while the percentage of content-cross of teacher B was 38.34%. From the findings above, it could be inferred both teachers used asking questions and lecturing to interact with the students. In line with the implementation of 2013 curriculum, both teachers have not been comprehended the implementation of 2013 curriculum due to the dominance of teacher talk in teacher-student interaction during teaching and learning process.
STELLER AS AN INSTRUCTIONAL MEDIA IN TEACHING WRITING NARRATIVE TEXT Via Ayu Silvia
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).v7i2.4362

Abstract

AbstractThis article is reported on the teacher uses steller as an instructional media in teaching writing narrative text. It also investigated the teacher’s perception towards steller application in teaching writing narrative text and the students’ perceptions toward steller application in writing narrative text. Steller is a free storytelling apps which lets the users to create story with combining text, images or video. In conducting this research the researchers used qualitative research in which case study was employed to collect the data from participants. The participants in this research were an English teacher and thirty six of tenth grade students at SMAN 1 Pangandaran. This research used triangulation data techniques such as observation, interview and questionnaire. The result of study shows there are several steps in teaching writing narrative text by using steller in the class. Moreover, the teacher and students gave positive perceptions toward steller application in teaching and writing narrative text. Finally, the researchers are recommended the future researcher to conduct the research with similar topic but using another kind of instructional media.Keywords: Instructional Media, Teaching Media, Digital Story, Steller, Narrative text
Teachers Questioning Techniques for Classroom Interaction In English Speaking Class Erna Irmayanti; Andi Rustandi
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).v4i1.305

Abstract

ABSTRACTEnglish is a main subject in Chinese English classes, which requires plenty of practice, needscooperation between theteacher and students in class to jointly fulfill the verbalcommunication and the teaching-learning procedure. Classroom questioning, the skill of theelicitation method of teaching that is student-oriented and advocated today, gives an incentiveto communicative activities in English. Raising questions effectively is a major method of theteacher who guides his students to think actively, fostering students’ ability of analysis andcreation. It is also an essential way for the teacher to output information and obtain feedback,and an important channel to exchange ideas between the teacher and students. Therefore, theteacher must pay great attention to the skill of asking questions in English class. Eachquestion must be presented to accomplish the teaching objective and task. Only in this waymay the English teachers ask question effectively and improve the skill of questioning so asto make contribution to our Chinese English education. To begin with some elementaldefinitions, this paper discusses some basic knowledge of questions, and then explores theskill of questioning in English class about the preparing, designing, controlling andevaluating of questioning. Finally the benefit of the skill is studied with abundant teachingcases. The paper analyzes tentative in English class by integrating theory with practice. Thus,the skills of questioning are further understood in English classes.Keywords: English teaching, Questioning, Skills, Interaction teaching.
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.
AN ANALYSIS OF UNDERGRADUATE EFL STUDENTS’ LEARNING EXPERIENCES IN USING GOOGLE TRANSLAT ION CLASS Dede Krisdayanti
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 (435.684 KB) | DOI: 10.25157/(jeep).v9i2.8549

Abstract

The present study is aimed to determine the learning experience of undergraduate students in using Google Translate in the translation class. This study uses a qualitative research design under the characteristics of a case study. Data were obtained through interviews conducted by researchers with 4 participants at level 3 of the English Education Study Program who takes elective courses in translation classes at one of the private universities in West Java. The findings reveal that Google Translate is an online translation tool that really helps students in learning. However, the results of the Google Translate translation should not be taken for granted because they need to be improved again. Lecturers do not recommend the use of Google Translate in translation classes because of the negative impact that can make students lazy to develop their abilities and the translation results are considered  inaccurate. Based on these findings, it is recommended for teachers to be innovative in using Google Translate as a learning aid and students should limit the use of Google Translate and not feel dependent.

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