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<![CDATA[TEACHER’S WAY TO FOSTER CRITICAL THINKING IN THE CLASSROOM (A Case Study of a Senior High School in Bandung) ]]>
<![CDATA[Ni Putu Ayu Nopta Apsari]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study describes the way teacher fosters critical thinking in the classroom when teaching argumentative essay at Senior High School level. It aims to understand and describe the way teacher fosters critical thinking in the classroom when teaching argumentative genre at the Senior High School level. A qualitative case study was employed as a research design in this study. The data were collected through several instruments namely observation and interview which were then analysed using the theory of critical thinking approach by Ennis (1992 as in Emilia, 2005), teaching stages suggested by Emilia (2005) and the critical thinking cues instruction suggested by Paul Elder (2007) and Bloom (1956). The result of the study revealed that approach used by the teacher to foster critical thinking in students is infusion approach. Furthermore, the teacher only provides three of four teaching stages suggested by Emilia (2005). The teacher had infused critical thinking in the classroom mainly through question-answer process or from her instruction when teaching argumentative essay. The teacher only provide three categories of Paul Elder’s (2007) critical instruction and four categories of Bloom’s (1956) critical cues. ]]>
<![CDATA[AN ANALYSIS OF DESCRIPTIVE TEXT IN ENGLISH TEXTBOOK USING TRANSITIVITY SYSTEM (A CASE STUDY OF READING PASSAGES) ]]>
<![CDATA[Shafira Khairina Anggun]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The main focus of the study is to investigate to what extent the descriptive texts in English textbook meet its criteria in terms of purposes, schematic structures and linguistic features. A qualitative case study method with document analysis technique is employed as the method of the study. The study also applied Systemic Functional Linguistics framework proposed mainly by M.A.K. Halliday, yet the study had focused on Transitivity system in analyzing descriptive texts. The prime data of the study were four descriptive texts of reading passages from four different chapters of an English textbook which have implemented 2013 Curriculum. The data analysis was done by examining social purposes, schematic structures and linguistics features (mainly Transitivity system). The findings showed that in terms of social purpose, three out of four descriptive texts met the purpose of descriptive text. In terms of schematic structure, one text met the criteria as descriptive text included personal comment; two texts met the criteria of descriptive text but did not include personal comment; and the last one did not meet the criteria of descriptive text. Moreover, in terms of linguistic features, only two of four descriptive texts had closely followed the linguistic features of descriptive text. However, it can be concluded that some descriptive texts in the textbook entitled “Bahasa Inggris for Senior High School Grade X” were unsatisfactory in which they were not satisfy the criteria of descriptive text. ]]>
<![CDATA[A SYSTEMIC FUNCTIONAL LINGUISTICS (SFL) ANALYSIS OF EXPOSITION TEXTS AS TEACHING MATERIALS WRITTEN BY PRE-SERVICE TEACHERS ]]>
<![CDATA[R. Winda Herdisa Dewi]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The research is entitled A Systemic Functional Linguistics (SFL) Analysis of Exposition Texts as Teaching Materials Written by Pre-Service Teachers. This research aims at observing the teachers’ Subject Matter Knowledge competence by analyzing the coherence of analytical exposition texts written by three English pre- service teachers in a senior high school in terms of their schematic structure and theme system. To accomplish this aim, a qualitative research study design involving text analysis and interviews was conducted. It is found out that the pre-service teachers were able to make coherent text seen from Theme and Thematic Progression. Meanwhile, the results from interviews showed that they encountered the challenges. The first challenge was to make the text more relevant and coherent. That is, the main argument must be supported by the arguments which were written by the pre-service teachers. The second challenge was to distinguish between censorship and professional. Based on five categories as proposed by National Council of Teacher of English (2014), there was one category which could not be fulfilled by one pre-service teacher. From the analysis of interview, nonetheless the texts written by pre-service teachers seemed to generally reflect ]]>
<![CDATA[STUDENTS’ PERCEPTION OF TEACHER’S BILINGUAL LANGUAGE USE IN AN ENGLISH CLASSROOM ]]>
<![CDATA[Yusi Nursanti]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study aims to investigate the perception of students toward the use of two languages of instruction (English and Indonesian) by the teacher in an English classroom and to find out its benefits for students in learning English. This study employed qualitative approach as a basic framework of study with a case study method. The participants of this study were 50 students of 7th grade at a junior high school in Bandung Regency. The data from questionnaire were analysed based on Likert scale by Ockert (2005) for investigating students’ perception and semi-structured interview by Fraenkel and Wallen (2012) for finding the benefits of teacher’s bilingual language use for students in learning English. This study reveals that (1) students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom; (2) there are six benefits of teacher’s bilingual language use for students in learning English; making them easy to understand what the teacher explained in English lesson, feel comfortable during the class, easy to understand new vocabularies in English, help them to do exercises, help them to ask and answer something during the class, and help them to read something in English correctly. Hopefully, the findings would give a great contribution to the enrichment of the best classroom language instruction should be used by the teacher in an English language learning classroom especially for teaching the students at low level of English proficiency and where English is existed as a foreign language (EFL). ]]>
<![CDATA[TRANSITIVITY ANALYSIS OF TENTH GRADE STUDENTS’ RECOUNT TEXTS ]]>
<![CDATA[Dessy Senjawati]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The focus of this study is to investigate the students’ recount texts based on its criteria and to investigate the students’ problems in writing the texts. This research employed qualitative research design with a case study approach. The data were six pieces of recount text written by tenth grade students of private school in Bandung. It is different from other previous studies which took the data on students’ first texts. In this research, the students were assigned to write three drafts with two times feedback from the teacher, then their final texts were used as the main data. The data analysis was carried out by identifying the students’ recount texts in terms of purpose, linguistic features (using Transitivity system), schematic structure of recount text criteria and also the students’ problems in writing the texts. The findings show that all students were aware about the social purpose of recount text and how recount text should be written based on its criteria, appropriate schematic sructure and linguistic features. Moreover, the students’ texts consist of material, mental, relational, verbal and existential processes which fulfill the criteria of recount text’s linguistic features. However, the fulfillment of recount text’s criteria was still inadequate for some students. Some students still faced some problems, especially grammatical structure. Moreover, the result of problem analysis shows that there are three most frequent grammatical mistakes in students’ texts: plural, past tense and article. Therefore, teachers should be more aware in students’ problems in writing and also should help the students to enhance their writing skills. ]]>
<![CDATA[GRAMMATICAL METAPHOR AS FRAMEWORK ANALYSIS OF STUDENTS’ TRANSLATION OF DICSUSSION TEXT (A CASE STUDY OF ENGLISH DEPARTMENT’S STUDENTS IN PUBLIC UNIVERSITY INDONESIA UNIVERSITY OF EDUCATION) ]]>
<![CDATA[Restu Surya Dinagara]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study focuses on investigating the procedures and methods of translating grammatical metaphors, introduced by Halliday (1985) and developed by Taverniers and Ravelli (2003), in students’ translation. This study was conducted in Indonesia University of Education, Bandung, taking six fifth semester students as the participants. In order to answer the research questions, this study employs a descriptive qualitative case study. The data were obtained from the collection of students’ translation of a discussion text from particular news website. The findings indicated that the translators need improvement in translating grammatical metaphors in terms of understanding the classification of metaphors, the congruent forms of metaphors, and relevant procedures of translating. Based on the text analysis, the students experienced some difficulties in translating grammatical metaphors in terms of adapting proper methods which led to mistranslating. Nevertheless, the translation produced by some students show relevant and equivalent translation. Thus, the translators need be taught explicitly about the grammatical metaphors and methods and procedures to translate the grammatical metaphors in order to produce relevant, equivalent, accurate, and faithful translation. ]]>
<![CDATA[THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION ]]>
<![CDATA[Gita Nurfadhilah]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The study aims to explore the metacognitive knowledge and regulation of students in senior high school. This study employed a case study design with 33 participants from a public senior high school in Bandung. The data that were obtained through questionnaire and interview. The findings showed that the students are aware of their cognition in reading process. Moreover, they also use all metacognitive regulation strategies in their reading activity although the frequency of metacognitive regulation usage varies. The students use comprehension monitoring the most in their reading activity. The finding also suggests that the least strategy used by the student is information management strategies (18% stated that they never regulate the information they read). The data from this study also show that there are differences of metacognition between high-, medium- and low-achiever students. The frequency of metacognitive regulation is higher in high- and medium- achiever students rather that low-achiever students. The low-achievers tend to focus on strategies when they face failure in comprehension while high- and medium-achievers maintain the use of strategies consistently from the planning stage before reading up to the evaluation stage after reading. ]]>
<![CDATA[AN ANALYSIS OF SELECTED ELEVENTH GRADE ENGLISH TEXTBOOKS ]]>
<![CDATA[Rizky Akbar]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
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<![CDATA[Textbooks play a pivotal role in language classrooms in all types of educational institutions. However, textbook selection and evaluation is often given little time or attention despite its central role in most language courses. This study aimed at determining the extent to whichtwo selected eleventh grade English textbooks are appropriate in terms of content based on BSNP framework for textbook evaluation. Using descriptive qualitative method, this study attempted to find out the appropriateness of the content of the textbooks. A checklist adapted from BSNP (2014) framework for textbook evaluation was made, focused on the areas of relevance of materials with competency standards and basic competencies, materials accuracy, and supporting learning materials. The findings show that both textbooks were appropriate in terms of content based on BSNP framework for textbook evaluation. ]]>
<![CDATA[AN EVALUATION OF READING MATERIALS IN “ENGLISH IN FOCUS” TEXTBOOK FOR SEVENTH GRADE STUDENTS IN ONE OF JUNIOR HIGH SCHOOLS IN BANDUNG ]]>
<![CDATA[Inge Rakhma Kanina]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study was intended to evaluate the reading materials on “English in Focus” textbook for seventh grade students published by the National Department of Education in Indonesia in 2008 based on good reading materials and to investigate the teachers’ perception about the textbook. The evaluation criteria is based on the good reading materials criteria by Patel and Jain (2008). The study was employed descriptive- qualitative method with checklist and interview as its instrument to collect and identify the data. The results show that the reading materials in the textbook fulfill the criteria of good reading materials. Furthermore, the results from the interview show that the teachers’ perception about the book is sufficiently good. ]]>
<![CDATA[COMMON ERRORS AND PROBLEMS ENCOUNTERED BY STUDENTS ENGLISH TO INDONESIAN CONSECUTIVE INTERPRETING ]]>
<![CDATA[Rully Sutrirasa Pratiwi]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The aims of this study are to find out the common errors and problems encountered by students in consecutive interpreting from English to Indonesian. Qualitative method involving analysis, error validation, and interviews was applied to answer the research questions. The data were obtained by collecting the video recording in consecutive interpreting of six students in liaison class and conducting interviews with the students to obtain further information. This study found that addition is the most frequent errors encountered by the students which consists of 8 occurrences or 30% of 27 occurrences. The errors were made by the students because of some problems that they encountered in the way they interpret the message to the client. The data gathered from the students’ interview were categorized the problems into seven different reasons; nervousness, lack of language proficiency, time pressure, lack of practice, lack of vocabulary, concentration, and environment. Overall, the findings lead to a final conclusion that the students of English to Indonesian consecutive interpreting still need some improvements and guidance to interpret and deliver the message. ]]>
