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Dewi Satria Elmiana
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FKIP Universitas Mataram Jln. Majapahit 62 Mataram - Nusa Tenggara Barat Indonesia
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Journal of English Education Forum (JEEF)
Published by Universitas Mataram
ISSN : 28072480     EISSN : 2807260X     DOI : https://doi.org/10.29303/jeef
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principled approach to research on English education into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: English teaching and learning; English testing, assessment and evaluation; English instructional methods, materials, and techniques; English for Specific Purposes (ESP); English for Young Learners (EYL); English for Academic Purposes (EAP); Curriculum and syllabus design and development; Linguistics, literature, and translation in ELT Multilingualism and multilingual education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 124 Documents
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The Analysis of Reading Comprehension Question Levels in English Textbook for Vocational High School Based on Revised Bloom's Taxonomy Intan Kumala Sari; Sahuddin; Yuni Budi Lestari
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.566

Abstract

Reading question is one of the tools that can improve students’ critical thinking. In teaching and learning process, providing questions at the HOTS level really helps students to improve their comprehension. This study aims to analyze the category of cognitive levels in reading questions based on Revised Bloom’s Taxonomy in English textbook “forward an English” for 10th Grade Students of Vocational High School. It used descriptive qualitative research. The data of this study was all of reading comprehension questions found in the textbook. Based on the results, researcher found 202 reading comprehension questions in total which is divided into LOTS level that consist of 133 questions or 65.8% and HOTS level that consist of 69 questions or 34.2%. The most dominant category represented in the English textbook was “remembering” level with 78 questions or 38.6% and the lowest category was “applying” level with 4 questions or 2.0 %. In conclusion, the most of the reading comprehension questions in the English textbook “Forward an English” were at the low level of the cognitive domain. Therefore, the teacher must develop more questions in HOTS level so that the students’ need are in accordance with the demands of 2013 curriculum
Incorporating Linguistic Landscape (LL) for Developing ESL/EFL Learners’ Linguistics Critical Literacy Competence: A critical literature review Yulius Yosef Kasimo
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.567

Abstract

This aimed at investigating and analyzing the significance of incorporating linguistic landscape (LL) into the process of acquiring/leaning English as Second Language (ESL), or Foreign Language (EFL) and finding the approaches and tehniques of integrating linguistic landscape into that processes. Through the critical literature review method, this study was conducted through searching, reading, categorizing, analyzing, evaluating and synthesizing the previous studies combined with other relevant sources. Thus, this study documented two benefits findings. 1) Linguistic landscape helps ESL/EFL learners to advance their comprehension of linguistic critical literacy that includes sociolinguistics, morphological formation, semantics, pragmatics, and semiotics. 2) Experiential learning, situated learning, community-based learning and project-based learning are the effective and efficient approaches that must be applied to integrate linguistic landscape into the teaching and learning English as second language/foreign language.
Enhancing Pronunciation, Grammar & Fluency (PGF) Proficiency Despite Pandemic (EPP) through Flexy Supplementary Teaching and Learning Development Sheets Xenia S. Baesa-Alfelor; Darrel M. Ocampo
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.568

Abstract

This study determined the effectiveness of the innovations, interventions and strategies through Flexy Supplementary PGF Teaching and Learning Development Sheets in times of pandemic along with pronunciation, grammar and fluency. The subjects were 30 STEM students experimentally studied using validated written-administered language proficiency test, backed up by virtual meet-ups and observation. Statistical treatment used were weighted mean and Pearson-R. Findings revealed that the students’ language proficiency before the interventions conducted did not meet the expectations with 72.67%, Beginning Proficiency Level. Along pronunciation, 36.67% were Developing Proficiency and (100%) were both beginners in both grammar, and in fluency (66.67%). After the interventions conducted, the students’ language proficiency level along pronunciation, grammar and fluency is 87.40 or approaching proficiency level Statistics showed that the r- value of 0.8658 squared to 0.75 means strong effect of the implemented interventions, innovations, and strategies in enhancing the language proficiency of students. It further implies that the flexy supplementary development kit is effective program to students in times of massive impact of Covid-19 pandemic through online and offline platforms and teachers’ flexy mode in the delivery of the language programs in STEM track.
The Use of Local Language Constraint-Based in the Pronunciation of Standard English: A Study at Sasaknese Learners of West Nusa Tenggara Arafiq; Nur Ahmadi; Atri Dewi Aziz; La Ode Alfin Haris Munandar
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.575

Abstract

This study aims to determine the effect of a pronunciation learning model based on phonological constraints of regional languages ​​in pronouncing standard English for Sasak speaking students in West Nusa Tenggara. This research is a quantitative-descriptive designs with an experimental method. The object of this research is the sound of the English language produced by students of Sasak speakers at the English Study Program, FKIP University of Mataram. The research data was obtained using tests (pre-test and post-test). This study used a sample of 15 students who are native Sasak speakers. The instrument used is a pronunciation test which is given before (pretest) and after (posttest) learning is carried out. The test results are then analyzed using simple statistics that can be used to explain the changes before learning and after learning. The results of the analysis are then explained formally by using symbols and pictures and informally by using narration so that the findings of this study can be understood as well as possible. The results of this study indicate that learning pronunciation based on local language phonological constraints is effective in increasing students' awareness in anticipating the influence of local language sounds (mother tongue) in producing English.
The Use of Gamification in Teaching Vocabulary of 11th Grade Students at SMAN 4 Mataram Aisyah, Baiq; Muhaimi, Lalu; Arafiq
Journal of English Education Forum (JEEF) Vol. 4 No. 2 (2024): APR-JUN 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i2.576

Abstract

This study delves into the transformative potential of integrating gamification principles into vocabulary learning for 11th-grade students at SMAN 4 Mataram. Vocabulary acquisition is critical for academic progress, especially in preparation for standardized exams and college admissions, yet conventional methods often lack student engagement. Gamification, defined as the incorporation of game elements into non-gaming contexts, emerges as a promising strategy. The research explores how English teachers at SMAN 4 Mataram employ gamification, addressing questions about the types used, advantages gained, and obstacles faced. Using a qualitative descriptive approach, the study identifies two principal gamification classifications: content gamification, involving modifications to educational materials, and structural gamification, integrating game elements without altering content. Teachers utilize diverse gamification methodologies, fostering interactive learning environments. Challenges include accommodating diverse student abilities and aligning with evolving curriculum requirements. Theoretical implications span educational gamification, cognitive processes in vocabulary acquisition, and motivation theories. Practically, the study aims to enhance students' vocabulary skills, academic performance, and engagement, offering valuable insights for educators and policymakers in leveraging gamification for improved language learning outcomes.
Classroom Management Problems Faced by English Education Students at Faculty of Teacher Training and Education University of Mataram Undertaking the Campus Teaching Program Insani, Firda Aprilia; Sujana, I Made; Farmasari, Santi; Wilian, Sudirman
Journal of English Education Forum (JEEF) Vol. 4 No. 2 (2024): APR-JUN 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i2.579

Abstract

This study addresses the challenges English Education students face in developing relationships, motivation, and engaging instruction in English classes. The research design is descriptive qualitative research, and the data collection methods include observation sheets, interviews, and document analysis. The study participants are five students who participated in the Kampus Mengajar or Campus Teaching (KM) program at University of Mataram and seek to identify the problems they encounter in classroom management, how they solve them, and how well they manage their classrooms. The result of both observation and interview founded that there are included six problems faced by KM-5 students during teaching practice i.e., (1) Naughty students, (2) Underestimate the teacher, (3) Hyper active students, (4) Passive students in learning activities, (5) Crowded classes and (6) Bored students. The efforts given by the KM students in dealing with the problems are building good teacher-student relationships, making the lesson more attractive, giving a small gift to catch students' attention, giving word motivation, changing students' seat positions, and making some games related to the topic discussion. The results highlight the need for further support and development opportunities for student teachers to enhance their classroom management skills and teaching practice.
An Analysis of Transitivity System Written by English Department Students Fauzi, Safira; Thohir, Lalu; Zamzam, Ahmad; Melani, Boniesta Zulandha
Journal of English Education Forum (JEEF) Vol. 4 No. 1 (2024): JAN-MAR 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i1.582

Abstract

The research was conducted to identify the process types of transitivity systems used in the narrative texts written by English Department Students and to determine which process type of transitivity systems is used dominantly. This research was descriptive qualitative research on descriptive analysis. The research participants were students of the English Department. This research uses three research instruments, namely the researcher himself, narrative document files, and distribution sheet of process types. In collecting the data, the researcher used the documentation method and purposive sample technique to select the data. The data analysis was done with transitivity system analysis, adapted from the lecture of the Functional Grammar course, and then several steps based on thematic coding by Braune & Clark, were applied. The triangulation technique was used to get the dependability of the data through re-checking and expert judgment. The research found that the six process types in each text of the six narratives that were the data sample were not evenly used. Three process types, behavioral, verbal, and existential, are only used in several narrative texts written by English Department Students. Moreover, the six process types of transitivity system are realized in narrative texts written by English Department Students overall. The most dominant process is the material process, which occurs 155 times out of the 346 processes that emerged, followed by behavioral processes (8 or 2.31%), mental processes (100 or 28.90%), verbal processes (5 or 1.44%), relational processes (76 or 21.96%), and existential processes (2 or 0.58%).
An Analysis of Figurative Languages Used in Disney Songs’ Lyrics by Naomi Scott and John Legend Featuring Ariana Grande Ramadhani, Elvia; Fitriana, Eka; Isnaini, Muh.; Nuriadi
Journal of English Education Forum (JEEF) Vol. 4 No. 1 (2024): JAN-MAR 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i1.585

Abstract

The research delves into the fascinating world of Disney songs and their use of figurative language, exploring how this impacts children's language skills and creativity. With the aim of closely analyzing three specific Disney songs, the study seeks to uncover how these beloved tunes effectively utilize different forms of figurative language to communicate important moral values. Through careful examination, the study identifies five key types of figurative language present in these songs: metaphor, simile, personification, hyperbole, and paradox. By taking a closer look at how Disney songs employ these various forms of figurative language to convey deeper messages that resonate with audiences, educators can gain valuable insights into using music as a powerful tool for facilitating language development and promoting moral understanding in young children. The study emphasizes the potential role that beloved Disney songs can play as effective educational tools for fostering greater comprehension of language and encouraging strong moral values among young audiences. Overall, this research serves as a valuable reminder of the importance of creative expression in education - demonstrating how even something as seemingly simple as a catchy tune can have profound impacts on children's cognitive and emotional development.
Teaching English to Students with Developmental Disabilities: A Study on A School for Disabilities Students in East Lombok Ismayani, Rahmi; Sahuddin; Arafiq; Amin, Muhammad
Journal of English Education Forum (JEEF) Vol. 4 No. 1 (2024): JAN-MAR 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i1.587

Abstract

This study aimed to investigate the teachers’ problems in teaching English to students with developmental disabilities and the factors that cause the problem to arise. This study used a descriptive qualitative method. The subjects of this study were 2 teachers on a school for disabilities students, one teacher was from SMPLB (Sekolah Menengah Pertama Luar Biasa) and one Teacher was from SMALB (Sekolah Menengah Atas Luar Biasa). The data was collected through interviews and observations. The research findings showed that the teachers had problems in teaching English to students with developmental disabilities such as difficulty in find appropriate teaching approach strategies, difficulty in applied sign language, difficulty in explain themselves in English especially orally, and difficulty in managing students. Several factors caused the problems, such as the teachers lack of expertise in teaching English, teachers’ lack skill in classroom management, teachers lack in mastery subject, and teachers lack of skill in general communication with students
Students’ Anxiety in Learning Englih (A Case Study at Eleventh Grade of SMK Al Istiqomah NW Mamben Baru) Rifqi, Moh.; Nawawi; Junaidi, Ahmad; Ahmadi, Nur
Journal of English Education Forum (JEEF) Vol. 4 No. 1 (2024): JAN-MAR 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i1.589

Abstract

This study aims to investigate types of anxiety experienced by the students in learning English and factors that contribute to students' anxiety in learning English in the Eleventh grade of SMK Al Istiqomah NW Mamben Baru. This is a qualitative descriptive research with a case study. The study was employed through observations, interviews, and documentation in data collecting. The data was analyzed through descriptive analysis. The result of the research showed that there were two types of anxiety were experienced by the students of Eleventh grade of SMK Al Istiqomah NW Mamben Baru in learning English, that were state anxiety and state anxiety. In term of causes there were three causes that contribute to students’ anxiety in learning English; firstly, was communication apprehension. Secondly was fear of negative evaluation. Thirdly is lack of vocabulary and grammar.

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