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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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AN ANALYSIS OF INTERPERSONAL MEANING IN PUBLIC SPEECHES OF OBAMA’S SPEECH (A Critical Discourse Analysis) Rissa Amelya
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).v5i2.1891

Abstract

This paper deals with an analysis of interpersonal meaning in public speeches of Obama’s speech to find out how is interpersonal meaning constructed in Obama’s speech. This study employed a Critical Discourse Analysis (CDA) method based on van Dijk framework (2000) and Systemic Functional Linguistic (SFL) based on Halliday’s framework (1994). The sample was one speech text of Obama’s speech on Osama bin Laden death. This study used textual analysis as the instrument.  This study indicates that: (1) concerning mood system, it is found that declarative mood was the most frequent. It has 96 clauses (97%), while imperative mood has 3 clauses (3.0%), and there was no interrogative mood found in the speech, in speech functions, statement has 96 clauses (97%), while command has 3 clauses (3.0%) and there was no question in the speech. (2) Regarding modality, the probability of modalisation are ‘can’ and ‘will’ is median value, the modal of inclination in modulation is ‘would’ is low value and obligation of modulation is ‘should’ is median value, (3) In relation to pronoun system, this study found that pronoun “I” was found 9 times (15.3%), “we” was found 26 times (44.1%), “our” was found 18 times (30.5%), “they” was found 4 times (6.78%), “us” and “he” was found once (1.7%) in the speech. An analysis of power and ideology also to measure power relation between speaker and audiences. The power is unequal (formal). Besides, from ideology side, the speaker was successfully presents some logical ideologies and ideas by explaining the reasons in attacking the United States.
AN ANALYSIS OF ILLOCUTIONARY ACTS BASED ON CONTEXTUAL ASPECT IN SHORT STORIES “FIVE GHOSTS“AND“BIRDS OF DIFFERENT FEATHERS” BY MADHU TANDON AND THITI TAVORA Ani Yuliani Somantri
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).v2i2.1858

Abstract

The study aims at analyzing speech acts particularly illocutionary acts based on contextual aspect particularly situational context in “Five Ghosts” and “Birds of Different Feathers” short stories written by Madhu Tandon and Thiti Tavora. Illocutionary act is the action that is performed by the utterances of what someone’s said. In this study, the researcher addressed two questions: 1). What kinds of Illocutionary act are found in contextual aspects of short stories entitled “Five Ghosts” and “Birds of Different Feathers”? 2). What kinds of illocutionary acts are most frequently appeared in contextual aspects of short story entitled “Five Ghosts” and “Birds of Different Feathers”?. To obtain the data, the researcher employed content analysis towards utterances in Five Ghost and Birds of Different Feathers short stories. The results revealed that utterances from 107 sentences, 50 utterances from Five Ghost short story and 57 utterances from Birds of Different Feathers. From the utterances of the first short story “Five Ghost” the writer found 17 sentences belong to directive (34%), 6 commissive (12%), 23 representative (46%) and 4 sentences belong to expressive (8%). Declarative was not found in this short story. Meanwhile from the utterances of the second short story ”Birds of Different Feathers” the writer found of 57 sentences, the writer found 20 sentences directive (35.08%), 16 representative (28.07%), expressive 15 (26.31%), declarative 1 (1.75%) and 5 sentences belong to commissive (8.77%). Kinds of illocutionary acts which most frequently  appeared  in the utterances Five Ghost short story based on Searle’s theory was dominated by Representative (46%), particularly asserting followed by expressive, commisive, assertive and there is no one belong to declarative. Meanwhile kinds of illocutionary acts which most frequently appeared in the utterances Birds of Different Feathers short story based on Searle’s theory was dominated by was dominated by Directive (35.08) particularly asking followed by expressive, commisive, assertive and declarative. Keywords: Illocutionary Acts, Utterances, Contextual aspect.
A CONVERSATION ANALYSIS OF CLASSROOM INTERACTION IN AN EYL CLASS BY USING UNO CARD Ayu Tri Nurjanah; Etika Rachmawati
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 (446.382 KB) | DOI: 10.25157/(jeep).v9i1.7570

Abstract

This article aims to determine the principles of conversation analysis contained in conversations between teacher and EYL students during class interactions in an EYL class using UNO cards and to find out how teachers apply the principles of conversation in an EYL class. This research uses descriptive qualitative in the form of conversation analysis. The participants involved in this study were one teacher and four EYL students with the research being conducted in one of the courses in Banjar. Research data were collected using two instruments, namely observation (non-participants observation) and interviews (semi-structured). The research findings were analyzed based on 4 machines of interactional structure practice, namely; (1) turn-taking, (2) sequence organization, (3) turn design, and (4) repair, show that the teacher dominates the conversation during classroom interactions. This makes the teacher the first pair part (FPP) followed by young learners as a second pair part (SPP). The results of the interview revealed that teachers must know every psychology that young learners have in order to know the condition of each student so that students' focus does not leave learning. It is also intended that teachers are able to provide appropriate stimuli and methods for young learners. The researcher concludes that the analyzed conversations between teachers and EYL students are in line with the basic principles of conversation analysis. For further researchers, it is hoped that they will be able to explore more broadly the analysis of conversations that occur in-class interactions.
TEACHER’S FEEDBACK THROUGH INSTAGRAM TO IMPROVE EFL VOCATIONAL HIGH SCHOOL STUDENTS’ WRITING RECOUNT TEXT Gina Julianti
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).v7i2.4244

Abstract

The present study is aimed at finding out whether or not teacher’s feedback through Instagram improve on the students’ writing recount text and to investigate the students’ perceptions on teacher’s feedback through Instagram in teaching writing recount text. The present study implemented a mixed-method with the type of true-experimental pre-test post-test control group design for the quantitative data and descriptive analysis for the qualitative data. The sample of the present study involved 24 students as the experimental and control group. Students’ document tests were used to obtain the data. Based on the statistical result, after teacher’s feedback through Instagram was implemented on students’ writing recount text especially personal recount text, the t-observed value was higher than t-table value; thereby, the null hypothesis (H0) was rejected and the alternative hypotheses (H1) was accepted. Thus, teacher’s feedback through Instagram is seen to be the whole activities of writing personal recount text are well improved. In addition, from the analysis content of students’ document test indicated significant progress in writing recount text. The students’ perception on teacher’s feedback through Instagram in teaching writing of recount text that the students think they always pay attention to the errors identified by the teacher on their writing and try to fix all of them.  Based on the findings, it is recommended for English teachers to apply technology such Instagram and teacher’s feedback trough Instagram, especially in teaching writing so that the students' writing can be improved.Keywords: Teacher writing feedback, Instagram, Vocational HighSchool, writing, and recount text.
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 THEME SYSTEM IN THE THREE TEXTS FROM ALEXANDER’S “DEVELOPING SKILLS” Erna Rosmaida
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).v6i2.1849

Abstract

This study will explore kinds of theme are found in the three texts and textual meaning which was created through the aplication of theme system in the three texts from the textbook entittled “Developing Skills” written by L.G. Alexander. This study employed a qualitative and discourse analysis as research design. The population of this study was all the text from “Developing Skills”. The findings revealed that kinds of theme system emerged in the first text was topical (unmarked and marked) and textual themes; in the second text also kinds of theme system was topical (unmarked and marked) and textual theme; and in the last text was topical (unmarked and marked), textual and interpersonal themes. All the texts dominated by topical unmarked theme. Textual meaning was created through the application of all theme system in the three texts that the author created coherent and cohesive texts. All of his texts were well- organized and focused. Based on the findings, it is recommended that theme – rheme be introduced and applied in the educational field because it can improve student’s skills, specifically reading and writing skills. Keywords: Systemic Functiona Grammar Perspective, Textual Meaning, Theme-Rheme, Discourse Analysis
THE ANALYSIS OF POLITENESS STRATEGIES ON EFL STUDENTS’ CHATTING GROUP INTERACTIONS Yuli Tri Amanda; Rina Herlina; Ratnawati Ratnawati
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 (221.774 KB) | DOI: 10.25157/(jeep).v8i2.6429

Abstract

This paper reported the analysis of the practice of politeness strategies used in WhatsApp group chatting interactions among EFL students. Intermediate level of English Education Program in one of private universities in West Java was employed because they are assumed to interact in WhatsApp group chatting. Furthermore, two research questions were formulated such as follows: 1) what kinds of politeness strategies do EFL students apply in WhatsApp chatting group interactions? and 2) what is the most dominant politeness strategy realized in EFL students’ chatting group interactions? This study utilized descriptive qualitative study to analyze and interpret the realization of politeness strategy used by the EFL students in WhatsApp chatting group interactions. The results revealed that the students used four politeness strategy types. They were bald on-record, positive politeness strategy, negative politeness strategy, and bald off-record. Then, the most dominant type of politeness strategy in WhatsApp chatting group interactions was positive politeness strategy (47.1%). Based on the results, it was concluded that the EFL students used the entire types of the politeness strategy in the interactions of group chatting in which positive politeness strategy were used the most frequently by the students. Keywords: Teaching speaking, Team Game Tourna
THE IMPLEMENTATION OF TRANSLINGUAL APPROACH IN WRITING DESCRIPTIVE TEXT Lia Herlina
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).v4i1.1872

Abstract

This article reports on the implementation of translingual approach in writing descriptive text, particularly at the tenth grade of a senior high school in Ciamis. This study aimed at investigating the implementation of translingual approach in teaching writing descriptive text and figuring out the teacher’s reasons of implementing translingual approach. A qualitative approach, particularly case study design, was employed in this study. In this study, the samples were chosen purposively. The selected samples were one class at the tenth grade students and one English teacher. The data of this study were obtained from several sources, including classroom observations and interview with the teacher. The results of this study showed that in teaching writing descriptive text by means of translingual approach, the teacher employed the two basic procedures of the instruction model in implementing translingual approach. With regard to the results, the researcher concludes that the implementation of translingual approach in teaching writing descriptive text has supported the teaching-learning process in the classroom. The impact of this approach stresses more on learning process than the goal of learning, makes the teaching-learning goal could not be achieved optimally in short time because its process takes time consuming.
INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION Annisa Diah Nur Alamsyah; 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 (361.133 KB) | DOI: 10.25157/(jeep).v9i2.8554

Abstract

This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.
AN ANALYSIS OF GRAMMATICAL COHESIVE DEVICES IN STUDENTS’WRITING RECOUNT TEXT Shela Rizqi Wiraningsih
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).v1i2.1839

Abstract

This study investigates grammatical cohesive devices in recount texts written by the tenth grade students of a senior high school in Ciamis. This study was aimed to find out types of grammatical cohesive devices are found in students’ writing recount text and to find out types of grammatical cohesive devices are mostly found in students’ writing recount text. This study was a qualitative study with descriptive method in which the writer gave description and explanation about grammatical cohesive devices found in the students’ recount text.  The data were analyzed through the theory of cohesion by Halliday and Hasan (1976). The 21 students at tenth grade of a senior high school in Ciamis were chosen purposively as the sample because they have learned recount text. The result showed that the types of grammatical cohesive devices found in the students’ recount text were in the form of reference, ellipsis and conjunction. However, there was no substitution found in students’ recount text. As the percentage of reference items is 76%, ellipsis is 2% and conjunction is 22%. It can be concluded that reference becomes the first dominant, conjunction as the second dominant, and ellipsis as the last dominant. This study can give pedagogical implication for English language teaching, especially for, reading and writing class. Key words: Cohesion, cohesive devices, grammatical cohesive devices, recount text

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