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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 8 Documents
 1 
Search results for , issue "Vol 2, No 2 (2014)" : 8 Documents clear
THE EVALUATION OF ENGLISH ELECTRONIC BOOKS FOR JUNIOR HIGH SCHOOL IN INDONESIA Miftahul Rijal Anshar
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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Abstract

This article reports the results of a study evaluating English Electronic Books for Junior High school in Indonesia. The study used Textbook Evaluation Checklist (Skierso 1991; Cunningworrth 1984), Focuses on physical Appearance, Content, and Supporting Aids of the textbook (Skierso 1991; Scott and Ytreberg, 1990; Grant, 1987; McGrath, 2002; Cunningworrth, 1984; Harmer, 2001; Woodward, 2001; Pinter, 2006) as a framework of text analysis. The study revealed that from several aspects both English Electronic Books (BSE) “Textbook 1 (T1)” and “Textbook 2 (T2)” fit the criteria of English textbooks in terms of physical appearance and content of the textbooks. However both textbooks need some improvement on how to design the activities and to add some proper supporting aids for the teacher. Both the textbooks are attractive in layout, and use some fun explanation on grammar and language function. They also emphasize listening and speaking skills. However the textbooks do not provide complete supporting aids for the teacher such as audio recording for listening activities and teachers’ book.
THE USE OF RECIPROCAL TEACHING PROCEDURE IN TEACHING NARRATIVE TEXTS TO IMPROVE STUDENTS’ READING COMPREHENSION Rizki Maulana Sahab
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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This study was aimed at investigating the implementation of Reciprocal Teaching Procedure (RTP) to improve students’ reading comprehension and finding out the students’ responses toward this method. Reciprocal Teaching Procedure is one of the teaching extensive reading methods that include four strategies: predicting, clarifying, summarizing, and questioning. The quasi-experimental design was utilized in order to collect the data, in which two classes were taken as the samples of this study. The data were collected through pre-test and post-test which were analyzed by using SPSS 20 and ANATES v5 for Windows. The data analysis of the independent t-test showed that there was a significant difference between the post-test means of the control group and the experimental group. Moreover, the data analysis of the dependent t-test showed that there was an improvement of the experimental group’s scores in post-test. Therefore, it could be said that the use of Reciprocal Teaching Procedure was considered effective in improving the students’ reading comprehension. Furthermore, based on the findings of the questionnaire, Reciprocal Teaching Procedure has lots of benefit in teaching reading, such as helping the students to comprehend the text easily, encouraging the students to be more active and communicative in every activity, and improving students’ interest in reading. Thus, it could be concluded that the students’ responses toward the application of Reciprocal Teaching Procedure were positive.
THEME-BASED TEACHING IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS Nida Mujahidah Fathimah
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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This present study tries to investigate the students’ responses towards theme-based teaching in teaching English vocabulary. This study involved 32 students in the fifth grade of one primary school in Bandung. The methodology used in this study was classroom action research by conducting observation through field notes and questionnaire as the instruments. The findings of this study revealed that students’ responses were highly positive towards the implementation of theme-based teaching. It was shown that theme-based teaching could enhance students’ interest in learning process that was supported by the themes chosen. Moreover, the students also argued that theme-based teaching could improve their vocabulary. 
THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT Praditya Putra
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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This research investigates the correlation of playing Role-Playing Games and students’ reading comprehension of narrative text. Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students’ frequency in playing role-playing game and their reading comprehension in narrative text. Creswell (2012, p. 338) states that correlation is a statistical test to determine the tendency or pattern between two variables or two sets of data to vary consistently. The result shows that the correlation degree between both variables is at the point of 0.687. It can be categorized as positive strong relationship, which means that students who play Role-Playing Games have a tendency to get higher score in reading comprehension of narrative text. From the findings, it is recommended that Role-Playing Games can be used as a media to teach narrative text to the students.
THE PORTRAYAL OF THE ROLE-PLAY IMPLEMENTATION IN TEACHING SPEAKING TO THE STUDENTS OF TOURISM STUDY PROGRAM Hainur Diana Insani
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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This paper entitled "The Portrayal of the Role-Play Implementation in Teaching Speaking to the Students of Tourism Study Program" was intended to investigate how role-play is implemented in teaching speaking to the students of Tourism Study Program and the students’ responses towards the implementation of role-play. The participants of this study were an English teacher and eleventh grade students of one vocational high school in Bandung. Qualitative approach was used as the research method by employing non-participant observation and questionnaires to attain the data. The findings showed that the implementation of role-play motivated the students in learning English and help the students bridge the theory into practice. However, the role-play could not be optimally utilized to develop the students’ speaking ability because the teacher violated some principals in teaching speaking and some elements in the implementation of role-play. This research is expected to contribute to the teaching of English especially in the use of role-play in teaching speaking. In addition, it is suggested for the next researcher to extend the research on the use of role-play not only in teaching speaking, but also in the other aspects of communicative language teaching.
THE USE OF EXTENSIVE READING IN TEACHING READING Raihani Ferdila
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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The study investigates benefits of using extensive reading in teaching reading and as well as students’ attitudes toward it. A case study design as a part of qualitative research was employed in this study. The data were collected through classroom observation, questionnaire and interview. The participants of this study were a class of second graders in one of the public junior high schools in Bandung. The findings reveal that extensive reading was beneficial in teaching reading. There are five benefits found, those are building students’ perspective that reading is a fascinating activity, creating enjoyable learning atmosphere, helping students in developing a wide vocabulary, improving students’ reading comprehension, and increasing students’ motivation in reading. In addition, most students had positive attitudes toward the use of extensive reading in their reading class. Based on the findings, it is expected to contribute to the teaching of English especially in the use extensive reading technique in teaching reading. However, in order to achieve maximum benefits of the technique, it is suggested that some aspects of the technique should be improved; these include the improvement of teacher’s understanding of the principles and concepts of extensive reading, the insight of the importance of giving clear instructions, and the awareness of designing various activities.
CULTURAL CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOO GRADE THREE IN CIANJUR, WEST JAVA Ihsan Nur Iman Faris
Journal of English and Education Vol 2, No 2 (2014)
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This article reports the result of the research investigating cultural content of an English textbook for senior high school grade three in Cianjur, West Java. The data of the research were collected from reading passages in the English textbook for senior high school entitled “Look Ahead”, book three published by Airlangga publisher. To reveal what cultures are represented in the textbook, the cultural contents are categorized into the source culture, the target culture, or the international culture (Cortazzi Jin, 1999). To reveal how the cultures are represented in the textbook, the cultural contents are categorized into the aesthetic sense, the sociological sense, the semantic sense, or the pragmatic sense (Adaskou, Britten Fahsi, 1990). The research finds that the target culture is predominant in the textbook. The investigation found that 77.05% cultural contents refer to the target culture, 13.11% cultural contents refer to the source culture, and 09.84% cultural contents refer to the international culture.  Regarding how cultures are represented in the textbook, generally culture is represented by the aesthetic sense (37.70%), the sociological sense (31.15%), the pragmatic sense (19.67%) and the semantic sense (11.48%). Based on the findings it is recommended that more source culture and international culture be included in the textbook.
THE USE OF SELF-ASSESSMENT TOWARDS STUDENTS’ READING BEHAVIOR (A CASE STUDY) Lianisya Lianisya
Journal of English and Education Vol 2, No 2 (2014)
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This study intends to investigate the use of self-assessment towards students’ reading behavior using KWL (Know-Want-Learnt) framework and discover the students’ responses towards the use of self-assessment in students’ reading behavior of twelfth grader students of a private high school in Bandung. To meet the purposes, this study employs qualitative approach as the method to analyze the data gathered. Specifically this research meets the characteristics of a case study. The data are obtained from the interviews and the classroom observations. This study reveals that the use of self-assessment in classroom can motivate them to be actively involved in learning process, especially in reading activity. To some extent the teacher already followed the procedure of conducting self-assessment in the classroom as suggested by Westwood (2001) in terms of leading students to activate their prior knowledge. However, to some extent the teacher also violated the procedures in terms of the inconsistency in conducting self-assessment in the classroom. Furthermore, from the interview it is found that the students give positive responses to self-assessment since it can help them to maintain their reading behavior. Nevertheless, there are some negative response from students who stated that they did not know what exactly a function of self-assessment. 

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