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<![CDATA[THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL (A Quasi-Experimental Study of Seventh Grade Student at A Junior High School in Jalancagak, Subang) ]]>
<![CDATA[Hanifah Khalidiyah]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The study entitled “The Use of Animated Video in Improving Students' Reading Skill” was aimed to investigate the effectiveness of the use of animated video in improving students’ reading skill, and to examine students’ perception toward animated video technique. The research used quasi-experimental design with pre-test and post-test. The sample consists of 30 of 9th grade junior high school students in Jalancagak. The findings of the research indicated that the animated video was significantly effective in improving students’ reading comprehension. It can be seen from the results that were analyzed statistically using SPSS v20. The calculation showed that there are differences of students’ learning outcomes before and after the treatment. Moreover, it is emphasized by the questionnaire results that showed most of the students gave positive responses toward the use of animated video, which are the animated video improving their reading comprehension, motivating them, stimulating their interest and increasing their curiosity. From this research, the teachers are recommended to have better competencies in selecting and presenting animated video in teaching reading.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ TRANSLATION WORKS OF A BARACK OBAMA’S POLITICAL SPEECH ]]>
<![CDATA[Wulan Nur’azizah]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
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<![CDATA[This study was concerned with analysis of translation strategies used by the students in translating a political speech of Barrack Obama, the difficulties faced by them in translating it and the quality of the translation works. This study used a descriptive-qualitative method with document analysis technique, using the theory of translation strategy proposed by Vinay Darbelnet (in Fawcett, 1997, pp. 34-9; in Bell, 1991, pp. 70-71) and Newmark (1988). While in terms of difficulties faced by the students in translating a text, it was done by examining vocabulary problem, lexical problem, and syntactic problem This study also used the NAATI’s assessment method to find out the quality of students’ translation works. The results show that the students employ several strategies in translating a political speech and the problem faced by them was complicated since political speech was contained sophisticated words and unfamiliar diction, therefore it was affecting the quality of the translation works.]]>
<![CDATA[THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN IMPROVING STUDENTS’ READING SKILL IN PROCEDURAL TEXT (A Quasi-Experimental Study of the Second Grade Students at One Vocational School in Bandung) ]]>
<![CDATA[Khaefiatunnisa Khaefiatunnisa]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
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<![CDATA[This study aimed to investigate the effectiveness of Contextual Teaching and Learning (CTL) approach in improving students’ reading skill in procedural text and to find out the students’ responses toward the use of CTL in learning process. The quasi experimental design was employed in this study involving two classes which were assigned as experimental and control groups. The data were collected through pretest, posttest, and interview. The data from pretest and posttest were analyzed by using SPSS to examine the effectiveness of CTL approach in improving students’ reading skill in procedural text, while the interview data were analyzed to find out the students’ responses toward the use of CTL in learning process. The findings obtained from statistical computation showed that CTL approach could improve students’ reading skill in procedural texts. In addition, the interview data showed that the use of CTL motivated students to learn and helped the students to understand the materials. Based on these findings, it is recommended that CTL approach is implemented in teaching reading procedural text.]]>
<![CDATA[PATTERNS OF TEACHER – STUDENTS INTERACTION A Case Study of Classroom Interaction in Eleventh Grade of Senior High School in Cimahi ]]>
<![CDATA[Anisah Rizkiani Amin]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This paper presents the results of an investigation of teacher –students interaction (classroom interaction) patterns and the influence of Teacher Talk to the classroom interaction patterns in Eleventh grade of Senior High School in Cimahi. The data were analyzed by using Suherdi’s (2010) framework as a part of classroom discourse analysis (CLDA) and Foreign Language Interaction Analysis (FLINT) system as proposed by Moskowitz (1971). The findings show that there are various types of classroom interaction patterns occur in the classroom. From those various patterns, simple non –anomalous K1 –initiated patterns dominate the interaction between teacher and students in the classroom. Whereas, the dominant categories of Teacher Talk are giving information and asking questions. Moreover, the occurance of classroom interaction patterns are related to the dominance of Teacher Talk which includes the types of questions given during the lesson.]]>
<![CDATA[THE USE OF SONG LYRICS IN TEACHING LISTENING (A Case Study of Junior High School Grade 8 in Bandung) ]]>
<![CDATA[Mellasari Hadian]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This research entitled The Use of Song Lyrics in Teaching Listening (A Case Study of Junior High School Grade 8 in Bandung) was aimed at investigating the students’ response toward the use of song lyrics during the teaching of listening, and the challenges faced by the teacher and students in using song lyrics in listening class. This research employed qualitative method by involving a case study in one of junior high school in Bandung. The data were obtained through classroom observation and questionnaire. The data from classroom observation were obtained from video recording, student’s checklist and teacher’s field notes during the teaching program. The data analysis were presented in a form of descriptive explanation, and then the data collected from questionnaire were analyzed and summarized by using the frequency table, represented in graphs, then described the phenomenon found. The findings of this study showed the use of song lyrics as an effective technique for teaching listening. Significantly, it can be seen that the students enjoyed their listening activity. As a result, they responded positively and enthusiastically to the lesson, and engaged easily in the whole learning process. ]]>
<![CDATA[THE USE OF INDIRECT FEEDBACK TO REDUCE STUDENTS’ GRAMMATICAL ERRORS IN WRITING AN ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Annisa Bintang Kusumawardhani]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[Feedback provision is a necessity for students in the process of writing. Thus, this research aims to discover the use of indirect feedback to reduce students’ grammatical errors in writing an analytical exposition text. Furthermore, this study was conducted to find out students’ response toward indirect feedback given as treatment. The study implemented a quasi- experimental design. The sample of this study involves 60 students as control group and experimental group. Students’ writing and questionnaire were used to obtain the data in this study. Afterwards, one way analysis of variance test in SPSS 20.0 conducted to analyze the data. Based on the statistical result, after indirect feedback was implemented on students’ writing, the level of significance is .000 or 0.05, thereby the null hypothesis was rejected. Thus, the use of indirect feedback reduces the number of grammatical errors made by students in writing an analytical exposition text. In addition, from the questionnaires’ result, students’ gave positive responses toward indirect feedback.]]>
<![CDATA[SQ3R IMPLEMENTATION IN TEACHING READING COMPREHENSION A Case Study of Eight Grade Students at One State MTs in Sumedang ]]>
<![CDATA[Mila Siti Masruuroh]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This research aimed to describe the implementation of SQ3R in teaching reading comprehension and to identify students’ responses toward the implementation of SQ3R. Moreover, it examined the benefits of SQ3R in teaching reading comprehension in Indonesia. This research used a qualitative case study conducted at one State MTs in Sumedang. It involved one class of the eighth grade which consists of 30 students. The data were collected through observation, interview, and document analysis. The data from the three instruments were analyzed qualitatively. The results of this research showed that the implementation of SQ3R helped the students to comprehend English texts. The students also responded the implementation of SQ3R positively. They focused while reading English texts by using SQ3R. They were also interested and enthusiastic in doing the tasks. In addition, SQ3R helped them to write questions from the texts, to rewrite the information by their own words, to write a report or a summary about the texts, and to enrich their vocabularies. In conclusion, SQ3R helped the students in reading English texts. Therefore, SQ3R is recommended to be implemented in teaching reading comprehension.]]>
<![CDATA[A DESCRIPTIVE STUDY OF THE SHIFT OF ROLES BETWEEN A TEACHER AND STUDENTS IN ENGLISH CLASSROOM DISCOURSE ]]>
<![CDATA[Doni Ramdhani Suwandi]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study was aimed to figure out the exchange patterns during classroom interaction and its relation to the shift of roles of serving primary knower between a teacher and students. Thirty nine students of twelfth grade and an English teacher in a public senior high school in Bandung were involved as the participants. This study employed a descriptive-qualitative method, and the main data were classroom observation transcript and teacher’s interview transcript. The data analysis was done by applying classroom discourse analysis through coding and categorizing utterances of teacher and students into exchange categories proposed by Suherdi (2009). The findings reveal that both Non-Anomalous (Knowledge-Oriented and Action-Oriented) and Anomalous Exchanges (Elliptical, Defective, and Broken) were found in the interaction between the teacher and the students, therefore the exchange categories affect the shift of roles of serving primary knower between teacher and students. With regard to the findings, two exchanges were likely to be dominant among other exchanges throughout four meetings of the lesson; those are DK1-initiated exchanges (30.19%) and A1-initiated exchanges (34.57%).]]>
<![CDATA[STORYTELLING: ENHANCING VOCABULARIES FOR CEREBRAL PALSY STUDENTS ]]>
<![CDATA[Raita Gina Aprilina]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This paper reported on a study concerned with teaching vocabulary using storytelling technique in one of SLBs in Bandung. This study aimed to find out the cerebral palsy students’ ability in English vocabulary before and after the treatment, and to find out whether storytelling significantly improved English vocabulary of students with cerebral palsy. This study used an experimental method with single subject research with A-B-A design which involved two participants. This study revealed that the storytelling technique increased the students’ score in general, but six sessions of treatments still could not yet give significant improvement to the cerebral palsy students’ ability in English vocabulary.]]>
