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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 10 Documents
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Search results for , issue "Vol 3, No 2 (2015)" : 10 Documents clear
THE UTILIZATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS (A Case Study of an Elementary School Teacher in Bandung) Tanti Sukmahidayanti
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

Many English teachers in Indonesia had difficulty in utilizing instructional media in classrooms. The difficulty was caused by the thought of good media were expensive. Therefore, this study aimed to describe the teacher’s preparation and to explain how the teacher utilized the instructional media in the classroom. This study used qualitative case design and employed observation, interview and data analysis to obtain the data. The result of this study showed that the teacher did two kinds of preparation in utilizing the instructional media, reading the materials and choosing the media. In utilizing the media, the teacher utilized the provided media in the school and did not utilize it optimally due to several challenges, such as limitation of time, difficulty in selecting media, lack of media availability, and teacher’s negative belief towards instructional media and the system. In conclusion, instructional media utilization was not optimally done by the teacher and it needed to be improved. Therefore, the teacher needed to participate in a training program to optimize the teacher’s instructional media utilization. 
TEACHER TALK AND LEARNING OPPORTUNITIES (A Case Study of a Pre-Service Teacher in EFL Classroom) Juliantika Widya
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

The background of this research stemmed from the issue of significant role of teacher talk in promoting students’ learning opportunities. It was found how teacher interruptions made students had fewer learning opportunities as the teacher became dominant and took over the discussion. Thus, this research was intended to investigate the types of teacher talk produced and its influence towards students’ learning opportunities. The research was conducted in an EFL classroom of one public junior high school in Bandung by involving a pre-service teacher as the participant. The research employed a qualitative case study design in which the data were collected through video-taping, field notes, and teacher talk checklist. The analysis of the teacher talk employed the CA (Conversation Analysis) methodology while the influence of teacher talk was analyzed from field notes transcription. The research found that the most frequent type of teacher talk occurred was construction type which increased the learning opportunities for students. Further analysis on the influence of the teacher talk showed how teacher’s ability to manage the classroom and develop a good relationship through controlling the teacher talk had successfully maintained the flow of interaction in the classroom. 
THE EFFECT OF L1 MULTIPLE-CHOICE GLOSSES ON READING COMPREHENSION OF NARRATIVE TEXTS (An Ex-post Facto Study in 9th Grade Students at a Junior High School in Kabupaten Bandung) Try Ayu Nuralam Setiawan
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

The lack of vocabulary is one of the problems that is mostly encountered by students while reading. L1 MCG is one of the solutions to facilitate students in understanding some vocabulary while reading. The purpose of the research is to find out the use of L1 MCG on reading comprehension and to investigate students’ opinion on L1 MCG in the text. Employing ex-post facto design, this study involved 92 ninth graders in a junior high school at Kabupaten Bandung to accomplish two tests namely grouping test and performance test. A grouping test is to classify students into two groups that are L1 MCG group and no gloss group based on students’ ranking score. A performance test is to emphasize the difference in students’ reading comprehension of L1 MCG group and no gloss group. The questionnaires were distributed to collect students’ opinion in L1 MCG group. The result of the research showed that the scores of L1 MCG group was higher than no gloss group and the students suggested that L1 MCG has facilitated their reading comprehension, has motivated them to read. They agreed with using L1 MCG as media on learning activity. Finally, L1 MCG is suggested to facilitate students in understanding the text while reading. 
A TEXTBOOK ANALYSIS : AN IN-DEPTH ANALYSIS OF ACTIVITIES IN SCIENTIFIC APPROACH’S PERSPECTIVE IN AN EFL TEXTBOOK FOR SEVENTH GRADE Ni’mal Fuyudloturromaniyyah
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

The need for teachers to analyze whether the textbook used applies learning approach demanded by the curriculum starts to raise. Therefore, this study aims to find out to what extent the activities given in the textbook follow the scientific approach in its design. This study belonged to descriptive evaluative method through content analysis. The main data were three chapters of the selected textbook. The texts were analyzed by using Task Analysis Sheet (TAS) adapted from Littlejohn (1998, in Tomlinson, 2011) rated by two experienced English teachers. The findings showed that in terms of physical appearence and types of activities the textbook was attractive since it is printed full color filled with pictures, illustration, various activities, songs, and games. However, the activities did not fully apply scientific approach as demanded by Curriculum 2013 since the five scientific learning activities were not evenly distributed. Questioning and Communicating activities existence were superior with 61% and 52% compared to Observing, Collecting information, and Associating ones with 22%, 14%, and 19% respectively.Therefore, considering the findings, it is suggested that the teachers should be always well prepared facing curriculum including the learning approach and textbooks changes by time goes by. Thus, they should be critical and creative once they found the lack of textbook provided by the government. 
THE CORRELATION BETWEEN STUDENTS’ SELF – ESTEEM AND THEIR ENGLISH SPEAKING COMPETENCIES (A Study of Eleventh Grade Students at a Public Senior High School in Cimahi) Wenni Wulandari Gustaman
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

This study was intended to examine the correlation between students’ self – esteem and their English speaking competencies at a Senior High School in Cimahi. Sixty two students of eleventh grade were involved. The self – esteem questionnaire and the speaking test were given to the students to measure the level of their self – esteem and their English speaking competencies. The scores were calculated in IBM SPSS 22 to find out the correlation of the two variables. The findings showed there was a positive significant correlation between students’ self – esteem and their English speaking competencies at the moderate level. This study concluded that self – esteem is taken into consideration to students’ achievement in speaking English. 
THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS Noviyanti Noviyanti
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

This study aims to investigate how the students organize their ideas in the texts. This study employs a qualitative case study research design. The data were obtained by collecting students’ writing products in the class. Six students’ writing products were selected from three different levels of achievement—low-, mid-, and high- achiever based on the advice from the teacher. For the framework of the text analysis, this study draws on Systemic Functional Linguistic theory, especially of thematic progressions as suggested by Halliday Mathiessen (2004). The results show that all students’ texts from all levels had acquired the main purpose and the schematic structure of a recount text. Moreover, in terms of thematic progression consistency, the most occurrence of thematic progression pattern is the reiteration pattern, followed by the zigzag pattern. Meanwhile, no occurrence of multiple theme pattern in students’ recount texts indicate that the texts are not cohesion and coherence. Based on the findings, it is recommended that the teachers pay more attention to advantages of employing thematic progressions analysis applied in English learning process to allow students to gain a better control of text organization and development. Besides, it is also suggested for further researchersto investigate the other texts or to analyze the cohesive devices beyond thematic progressions. 
TEACHER PRAISES AND STUDENTS’ ENGAGEMENT IN EFL CLASSROOM (A case study of seventh grade students at one of junior high school in Bandung) Farah Hanifah Firdaus
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

The study analyzed the use of praise and its influence toward students’ engagement. Qualitative approach was employed in this study. The obtained data were analyzed by using the theory of effective praise by Conolly et al (1995) and also the theory of characteristics of students’ engagement by Jones (2009). The data of this study were obtained from classroom observation. The result of this study showed that the way teacher gives praise to the students is in line with the theory of effective praise. The observed teacher in this study gave praise to the students in four steps: description of appropriate behavior, rationale, request acknowledgment, and positive consequence. In addition, the result of the study also showed students’ positive engagement after being praised by the teacher. There were five characteristics of students’ engagement that appeared during classroom observation: positive body language, consistent focus, verbal participation, students’ confidence, and fun and excitement. In conclusion, the use of praise would influence students’ positive engagement if it was given properly. 
SPELLING BEE IN TEACHING VOCABULARY Anisa Rohmawati
Journal of English and Education Vol 3, No 2 (2015)
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The study entitled “Spelling Bee in Teaching Vocabulary” discovers the effectiveness of the use of Spelling Bee in teaching vocabulary using descriptive text and discovers students’ perceptions toward the Spelling Bee game. The study implements a pre-experimental design. The sample consists of 26 students of seventh grade students of one of Junior High School in Cimahi. The sample is given Spelling Bee treatment that was adopted from Stone (2010). The data of this study are obtained through a post-test and questionnaire. The post-test is given in the form of spelling test. The data from the post-test are analyzed statistically using SPSS 20 for Windows. The result shows that the lowest score on the post-test is 61.00. Meanwhile, the highest score is an excellent score, 100. Then, the mean score is 86.85. From the result, it can be concluded that Spelling Bee is effective to be implemented in English vocabulary learning since nearly all of the students know and are able to spell the words correctly. Meanwhile, the data from the questionnaire shows that 99.24% of the students agree that Spelling Bee gives positive impact to students’ vocabulary learning. In contrary, only 0.76% of students give negative perception toward Spelling Bee. Spelling Bee is highly recommended to be implemented in English classrooms since it is good for students. Through Spelling Bee, students can practice their spelling skill and create a fun atmosphere in the classroom. 
PROFILING PRIMARY ENGLISH TEACHERS’ CREATIVITY THROUGH THEIR LESSON PLANS Suci Maharani
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

Creating creative theme-based lesson plans for teaching English to young learners is essential. Therefore, primary English teachers should have creativity in designing their lesson plans. This study aimed to identify the creativity features in the teachers’ lesson plans and to reveal the considerations taken by the teachers. This study employed qualitative research and applied descriptive study as its framework. This study used teachers’ documents and interviews in data collection. The respondents of this study were three primary English teachers who taught at three different schools in Bandung. The results of this study showed that there were five creativity features of the teachers found in teachers’ lesson plans: profiling meaning and purpose; foreground potent affectively engaging texts and media; fostering play; encourage collaborations and making connections; and fostering originality. Moreover, the findings from the interviews showed that the teachers had their own consideration in choosing the designed activities which was different from one another. The results of this research can enrich creativity literature in education and help primary English teachers to be knowledgeable, discover, and develop their creative abilities in designing theme-based lesson plans. 
THE ANALYSIS OF TEACHER TALK AND THE CHARACTERISTIC OF CLASSROOM INTERACTION IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM Dina Septryana Putri
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

The study entitled “The Analysis of Teacher Talk and the Characteristic of Classroom Interaction in English as a Foreign Language Classroom” has objectives to find the type of teacher talk and characteristic of classroom interaction in EFL class of a vocational school in Bandung based on Flanders’ Interaction Analysis Categories that consists of indirect and direct influence of teacher, students’ initiation and responds, and silent moment. This research employed observation sheet, questionnaire, and video recording in order to reach the objectives. By using observation sheet, it was discovered that all categories of teacher talk existed in the classroom. However, asking questions and lecturing were the dominant ones. Students’ perception that were gained by making use of questionnaire supported the finding of the categories of teacher talk in which students perceived that their teacher was more likely to influence them indirectly by asking many questions to involve them in the interaction. Then, this teacher talk type was in line with the characteristic of classroom interaction identified by using video recording which was discovered to be content cross. This kind of interaction indicated that teacher relied hard on asking and lecturing the students. 

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