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<![CDATA[STUDENT TEACHERS’ CHALLENGES IN DEVELOPING TEACHING MATERIALS DURING TEACHING PRACTICUM IN VOCATIONAL SCHOOL ]]>
<![CDATA[Dian Rahayuningsih]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[Teaching practicum is an essential time for pre service teacher in practicing their teaching skills. It shows the student teachers ability in applying the knowledge that they have learned from the college to the real school and social environments. This study aimed to investigate the student teachers challenges in developing teaching materials during teaching practicum in vocational school and how they overcome the problems. Qualitative approach was employed in this research to understand, describe and explain beliefs, behaviors and meaning in context-specific settings (Wu Volker, 2009) and case study used to capture the complexity of a single case (Johansson, 2003). The participants of this study were two English student teachers enrolled in teaching practicum in the eighth semester of the academic year 2015/2016. The data were collected through in-depth interview related to student teachers teaching experience in developing teaching materials in vocational school. The findings of the study revealed that the challenges faced by student teachers in developing material include (1) the lack of student teachers knowledge on students’ field, (2) the lack of supervisi ]]>
<![CDATA[STUDENTS’ PERCEPTIONS TOWARDS THE USE OF PODCAST IN LEARNING ENGLISH: A CASE STUDY OF THE SECOND GRADE STUDENTS AT ONE HIGH SCHOOL IN BANDUNG ]]>
<![CDATA[Robi Darwis]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The development of ICT has brought into innovative ways in second language learning, especially English. Podcast is considered as part of ICT that has been widely used and proved as an effective tool in teaching English. However, Indonesian teachers are still not aware of this technology and its benefits. Therefore, this study was employed to investigate the students’ perception towards the use of podcast in learning English. In addition, the problems that the students encountered were also investigated. This study involved thirty-three students of the second grade in one high school in Bandung as participants. Questionnaire and interview were the instruments used in this study to collect the data. After having the findings, the study showed that the students had positive attitude towards podcast. Most of the participants agreed that they like podcast because it helped them in learning English. The content and clear native pronunciation derived from podcast also engaged their interest and made learning more exciting. However, there were also some problems faced by students in using podcast. The main problem that the students encountered was the length of podcast which was too long. Another problem was caused by lack of sophisticated gadget such as smartphone, laptop, and also internet access that made students find it hard to get podcast. Nevertheless, the findings suggest that podcast can be a good tool in improving students’ English skills. ]]>
<![CDATA[AN INVESTIGATION OF ENGLISH TEACHING STRATEGIES IN ENHANCING STUDENTS’ VOCABULARY IMPLEMENTED BY A PRE-SERVICE ENGLISH TEACHER ]]>
<![CDATA[Fatah Huda]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The need to teach English language appropriately in particular is a challenge for all the teachers in Indonesia. Today, it has become obligatory for the teachers to rethink and renovate their teaching strategies with the changing times. Since there has been a continuous transformation in the teaching methods and techniques all over the world in every subject, methods and techniques for teaching vocabulary need desirable innovation to fulfill students’ need of vocabulary learning. This research was aimed to investigate the strategies used by a pre-service teacher to improve students’ vocabulary and students’ responses toward the teacher’s strategies. A qualitative approach with case study design with a pre-service English teacher was used and 35 students in one junior high school participated in this study. The data were collected through observations, interview, and questionnaire. The results showed that the teacher used varieties of techniques in numerous methods as his teaching strategies, such as Contextual Teaching and Learning with neighborhood walk, Silent way with pictures and crosswords puzzle, and Total Physical Response with gamification, to enhance students’ vocabulary. The srategies are proven to be appropriate to be implemented in the classroom and leads to the vocabulary collection improvement for most students in the classroom. ]]>
<![CDATA[THE ATTRIBUTION ON STUDENTS’ SPEAKING ANXIETY IN EFL CLASSROOM ]]>
<![CDATA[Syamsin Nurussalam Abdul Mahpudilah]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[Anxiety has been considered as negative influence in learning a language. In speaking, it is also reported to be debilitating for the students’ performance and achievement. This study examined the attribution of students’ speaking anxiety in EFL speaking class. The attribution itself refers to explanation or reason someone made toward an event or experience happened to them in the past. Descriptive qualitative case study design were employed. The participants were twenty nine students of EFL program in a University in Bandung, West Java. The participants were categorized based on their anxiety level by using Foreign Language Classroom Anxiety Scale (FLCAS). Mostly, the students were in mildly anxious level. Only nine anxious students were found and became the focus of the research. They were administered an open-ended questionnaire contained 3 item questions. The result of the study was shown that anxious students of EFL speaking class proposed lack of confidence as major attribution. The co-related attribution were also commonly mentioned: grammar mastery; and negative encouragement from friends; were also related to lack of confidence, which all of them tend to blame for the students themselves. It is suggested for the student to do a self-assessing activity which help them know their own skill, so they can have more confidence. It is also suggested for the lecturer to build good connection with the students in order to help them maintain their anxieties. ]]>
<![CDATA[THE USE OF VIDEO IN TEACHING ENGLISH SPEAKING (A Quasi-Experimental Research in Senior High School in Sukabumi) ]]>
<![CDATA[Muchamad Iqbal Ali Akbar Hakim]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[Speaking skill is one of the four language skills that should be mastered by, in this case, students to be able to communicate with their surroundings. However, there are some difficulties for teachers to ask or to stimulate students to speak in English. It is very important for English teachers to use interesting media especially the ones that give context to the students in the learning process such as videos. This study aims to find out the effectiveness of video to improve students’ speaking ability and to investigate the most improved aspect of speaking by video. The study was conducted in one of Senior High Schools in Sukabumi. A quasi-experimental design was employed for this study. The study involved two classes of eleventh grader which were divided into two groups; experimental group and control group. Data were collected through pretest and posttest. The data were analyzed by using Statistical Product and Service Solutions (SPSS) 18 for Windows. The calculation result of independent t-test on posttest scores showed that the significance value was lower than 0.05 (0.000 0.05) which means the video treatment had improved the students’ speaking ability. In line with the result, the calculation of effect size also showed that video improved the students’ speaking ability by the score of effect size in large level (0.697). Furthermore, the use of video in teaching speaking also solved one of the hardest aspects of speaking for students: pronunciation. It is showed by the result between pretest score means and posttest score means from each aspect and pronunciation had biggest improvement with 0.67 difference from pretest to posttest. For that reasons it is highly recommended that teachers use video as media to teach speaking in classroom. ]]>
<![CDATA[AN ANALYSIS OF NARRATIVE TEXTS IN TEXTBOOKS USED BY EIGHTH GRADE STUDENTS (Systemic Functional Linguistics Perspective) ]]>
<![CDATA[Veronika Titin Suhartini]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This paper entitled “Analysis of Narrative Texts in Textbooks Used by Eighth grade Students (Systemic Functional Linguistics Perspective)” is aimed to reveal to what extent Narrative texts in two selected English textbooks fulfill the criteria of Narrative text and to find out the similarities and differences of Narrative texts between two selected English textbooks. The study employed descriptive qualitative method. The data were in this study were six Narrative texts taken from two selected textbooks. The data analysis was done by investigating schematic structure, social purpose and linguistic features by using Transitivity system. The results of analysis show that in some extent (1) four out of six Narrative texts have fulfilled the schematic structure criteria namely Orientation, Complication, and Resolution; (2) five out of six Narrative texts fulfill the social purposes; and (3) six out of six Narrative texts fulfill the linguistic features. To sum up, Narrative texts in two textbooks are similar in terms of linguistic features and process types, whereas the differences were found in terms of social purpose and schematic structure. ]]>
<![CDATA[STUDENTS’ READING TECHNIQUES DIFFICULTIES IN RECOUNT TEXT ]]>
<![CDATA[Ayu Sonia Habibah Fisher]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study aims to investigate the students’ reading techniques difficulties in recount text. The study is based on the theory proposed by Mikulecky and Jeffries (2004) regarding the reading techniques; previewing and predicting, scanning, skimming, summarizing and making inference. The study employed qualitative approach with a case study design. Fifteen students in the sixth semester of a state of University in Bandung were selected as the participants of the study. Reading test and semi-structured interview were used as the instruments. The data from the reading test in the form of students’ responses were analyzed based on the scoring guide of reading techniques (adapted from Mikulecky and Jeffries, 2004). The findings of the study indicated that the most difficult reading technique is making inference. It can be seen that 53% of the students get a lower score. Based on the findings, it is suggested that English teachers put a big concern in developing students in being a good reader and giving a guidance in practicing the techniques. ]]>
<![CDATA[THE USE OF PICTURE BOOK IN TEACHING READING FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Maulana Restanto]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
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<![CDATA[The research was aimed at discovering the use of picture book in helping junior high school students learn reading narrative, and the students’ responses to the use of picture book in teaching reading for junior high school students. The picture book in this research was Dr. Seuss's "The Lorax" book and the students in this research were second grade junior high school students. The qualitative method was delivered in order to collect the data with observation and questionnaire as the instruments of the research. The use of “The Lorax” book as the tool of picture book was believed to be helpful in students’ learning reading activity for junior high school by facilitating teacher and students to carry out all of the steps in reading narrative activities proposed by some experts. The result displayed that picture book has important roles in helping students learn reading narrative with more than 50% responses were positive. ]]>
<![CDATA[MEASURING TEACHERS’ PROFESSIONAL COMPETENCE: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS IN TEACHERS’ REPORT TEXTS ]]>
<![CDATA[Devi Yunitasari]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study aims at observing the teachers’ professional competence by investigating the report texts written by three English teachers in a junior high school in terms of their schematic structures and linguistic features. To achieve this aim, a qualitative case study design involving text analysis of English teachers’ report texts and interviews with these English teachers was employed in this research. The results of this research show that generally the English teachers have demonstrated sufficient ability in applying appropriate schematic structures and linguistic features relevant to the criteria of a report text. However, the results of this research also indicate that some improvements in understanding and writing a report text, especially in terms of schematic structure, linguistic features, and Theme progressions, are needed in order to enhance the teachers’ subject matter content knowledge. ]]>
<![CDATA[AN ANALYSIS OF TEACHERS’ TALK IN AN EFL CLASSROOM ]]>
<![CDATA[Nurul Aisyah]]>
<![CDATA[ Journal of English and Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This research was aimed at discovering teachers’ talk category occurred the most in an EFL classroom and reasons for teacher in choosing categories that occurred. The data were obtained through observation conducted in the 10th grade of an EFL classroom at BPI 1 Senior High School as well as teacher interview. The observation was conducted in five meetings along with video recording. The data were then analyzed by using framework of teachers’ talk proposed by Flanders (1970) namely Flanders Interaction Analysis Categories (FIAC). The findings showed that all categories of teachers’ talk occurred in the classroom with varied percentage of occurrence. From those various categories, asking questions was the category occurred the most in the classroom. Nevertheless, the occurred categories happened naturally with the consideration of learning situation that takes place. In addition the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situation. ]]>
