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INDONESIA
Journal of English and Education
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Learning is an anthology of articles from students of English Education study program at Indonesia University of Education. It publishes twice a year: October and April. The articles in each issue are based on undergraduate students' final paper (skripsi).
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol 1, No 2 (2013)" : 15 Documents clear
LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING Yuli Rachmawati
Journal of English and Education Vol 1, No 2 (2013)
Publisher : Journal of English and Education

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Abstract

This study is a descriptive study investigating learners’ language learning strategies (LLS) in learning speaking and the different strategies used by the high and low achievers of the class. The study used a descriptive method. Since the data for the study are both in the form of words and numbers, a mixed method design has been employed. To collect the data, a modified questionnaire of SILL, score recording, and interviews are used. The findings show that compensation strategies (M=3,48) are the most frequently used strategies employed by all learners. Meanwhile differences in the strategies used by the high and low achievers in speaking are found in terms of the frequency of use, strategy category, and varieties of strategy.  Keywords:    Language learning strategy, speaking, exemplary class, high achiever, low achiever
THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT Meliya Adriati
Journal of English and Education Vol 1, No 2 (2013)
Publisher : Journal of English and Education

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Abstract

This study investigated the use of clustering technique in teaching writing narrative text. Thus its specific objective was to find out: (1) whether the use of clustering technique is effective in teaching writing narrative text, and (2) the response of the students to this technique. The research method used in this study was quasi-experimental and the sample was sixty ten-graders in one senior high school in Bandung. Based on data from pre-test, post-test and interview, clustering technique was effective in improving students’ score in writing narrative text. Also, students’ response to the technique was positive as clustering had several strengths though it had several weaknesses too. Keywords: Clustering technique, narrative text
THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION Sophia Fithri Al-Munawwarah
Journal of English and Education Vol 1, No 2 (2013)
Publisher : Journal of English and Education

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Abstract

This study aims to investigate the benefits of implementing cooperative learning with STAD technique in teaching reading comprehension and the students’ responses toward the implementation of STAD technique. This study was conducted based on the assumption that STAD technique can be a recommended technique in teaching English for EFL students (Wichadee, 2006). The study employed case study approachand the data were collected through observation, interview, written documents, and dependent t-test to gain relevant data.The research findings of this study discover six benefits of STAD technique, as follows: (1) engaging students in reading activity; (2) increasing students’ motivation to practice actively in the learning process; (3) helping students to solve their problems in comprehending the texts; (4) developing students’ social skill; (5) creating enjoyable learning atmosphere; and (6) enhancing students’ reading comprehension skills. In addition, the students’ responses toward the implementation of STAD technique in teaching reading were positive. Thus, it is recommended that STAD technique be implemented in teaching reading comprehension. Keywords:       Cooperative Learning, reading comprehension, STAD technique
THE USE OF MIND MAPPING TECHNIQUE IN WRITING DESCRIPTIVE TEXT Alma Prima Nurlaila
Journal of English and Education Vol 1, No 2 (2013)
Publisher : Journal of English and Education

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Abstract

This paper will discuss the result of a study on the effectiveness of mind mapping technique in teaching writing Descriptive texts to seventh-graders in a Junior High School in Bandung. This research used a mixed method between pre-experimental design particularly one group pretest-posttest design and questionnaire and interview techniques. The results indicate that there is a significant improvement in students’ writing ability, as can be seen from the results of the t-test, in that the  tobt is higher than the tcrit (7.821 2.021) at the level significance 0.05 (two-tailed). Furthermore, the results of questionnaires show that most students (86.1%) gave positive responses toward the use of mind mapping technique in writing Descriptive text. Finally, the results of interviews suggest that the students loved this technique because it successfully motivated them to write Descriptive texts in an enjoyable way,  to improve their writing Descriptive texts, to increase vocabulary and creativity, to arrange sentences and organize  ideas. It is then recommended that mind mapping technique be used in teaching writing in different text types and levels of scholing.  Keywods: Mind mapping technique, writing, descriptive texts
THE ANALYSIS OF TWO PRE-READING STRATEGIES: CONTEXTUAL REDEFINITION AND WORD LIST IN EFL LEARNERS’ READING COMPREHENSION Nika Asri
Journal of English and Education Vol 1, No 2 (2013)
Publisher : Journal of English and Education

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Abstract

This study aimed to examine which of the two pre-reading strategies, contextual redefinition or word list, is more effective for EFL learners’ reading comprehension. In addition, it was aimed at investigating students’ responses to the use of both strategies. The research design used in this study was counterbalanced. Two intact classes at eight-graders in a junior high school in Bandung were chosen based on the similarity of pre-test mean score. Both quantitative and qualitative methods were used in the process of collecting the data. The quantitative data were obtained from the post-tests. Moreover, qualitative data were gained from questionnaires and interview. The results of the study revealed that contextual redefinition was more effective to be used than word list as pre-reading strategy in reading comprehension. It can be seen from the mean score of the first and the second post-test. The mean score of the students who received contextual redefinition strategy outperformed the mean score of the students who experienced word list strategy (72.1361.47 and 76.5371.23). Moreover, the analysis showed that more than half students in group A (56%) and group B (55%) liked to use contextual redefinition better. This was due to the consideration that contextual redefinition could enhance new vocabularies, stimulate language schema, stimulate students’ interest to the words that will be studied, and help the students to decode the difficult terms. Although the findings revealed that students preferred to use contextual redefinition, it is interesting to note that significant number of students also acknowledge the importance of the use of word list as pre-reading strategy. In fact, the students in group A (44%) and group B (45%) argued that the use of word list as pre-reading strategy was easier than contextual redefinition. On the basis of the findings, it is recommended that teachers should benefit from a variety of pre-reading strategies, and one of the alternative pre-reading strategies in helping EFL learners’ reading comprehension is contextual redefinition. Keywords:Contextual Redefinition, Word List, EFL Learners, and Reading Comprehension

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