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<![CDATA[THE IMPLEMENTATION OF THEME-BASED TEACHING IN IMPROVING STUDENTS’ GRAMMAR SKILL ]]>
<![CDATA[Sartika Permata R.P]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The study entitled “The Implementation of Theme-Based Teaching in Improving Students’ Grammar Skill” was aimed to find out the effectiveness of theme-based teaching in improving students’ grammar skill and the students’ responses toward the treatment. In this study, two different treatments were given to be compared hence quasi-experimental was conducted. The research involves two groups of participants, namely experimental group and control group. Furthermore, pre-test, posttest and questionnaire were chosen as the instruments of the research in gaining the data. The result of the data demonstrated that theme-based teaching was able to exhibit statically significant result toward students’ grammar skill. Moreover, the students’ responses which are collected through the questionnaire revealed positive attitudes. Therefore, the implementation of theme-based teaching is effective in Junior High School especially in improving students’ grammar skill.]]>
<![CDATA[TEACHER’S PROXIMITY IN CONDUCTING CLASSROOM MANAGEMENT ]]>
<![CDATA[Nurul Nisa Utami]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The aim of the study is to find out how teacher utilize Proximity in conducting classroom management. The research was held in a junior high school in Lembang. The participants of this study were two teachers of the school chosen, who are English teachers there. One teacher is female and another is male. Both teachers teach 8th grade. Three classes were chosen as the object of observation. This study was conducted using one of the Qualitative Research Design types, Case Study, as the research methodology. The data were obtained through classroom observation and interview. The result of this study shows that teachers utilized nonverbal communication in managing classroom. Among those nonverbal cues, teacher’s proximity was one of them. It was found that teachers should apply appropriate distance in certain situation. It was connected with the teachers’ characteristics, such as their mobility and understanding of students and the function of the distance. Several recommendations are offered for future researchers. It is expected the analysis to be more comprehensive because the limitation of participants. Last, it is recommended for future research, teacher’s proximity can be studied more deeply.]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING ABILITY IN REPORTING PROCEDURAL TEXT BY USING VIDEOS ]]>
<![CDATA[Kaniadewi Suci]]>;
<![CDATA[Wachyu Sundayana]]>;
<![CDATA[Pupung Purnawarman]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The research investigated the use of video to improve students’ speaking ability in reporting procedural text to seven-graders of a junior high school in Bandung. A Quasi-experimental design was used in the research with pre-test-post-test non-equivalent group design. The experimental and control groups consisted of 25 students. Data collection was conducted by collecting students’ speaking on both pre-test and post-test and a set of questionnaire to experimental class. The data were analyzed using several tests in SPSS 20. The findings of the test and questionnaire showed that video was effective in improving students’ speaking scores. This condition was proven by statistical computation of independent t-test on post test scores in which tobt is higher than tcrit ( 2.702 2.011 ). This shows that video as media was considered effective to improve students’ speaking skills, particularly in speaking procedural texts. Finally, the findings from the questionnaire showed that most students gave positive responses toward this method. The students gained some benefits from this method such as helping them to improve language skills, creating an active and fun class, motivating them to participate in learning activities.]]>
<![CDATA[A CASE STUDY OF USING SONGS IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS ]]>
<![CDATA[Dwi Ma’rifat]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[The research was an attempted to investigate the song-based activities and stages in teaching English vocabulary through song. Furthermore, it was intended to find out students’ responses towards the use of song in learning English vocabulary. This study was qualitative in nature and used a case study as its research design. Furthermore, this study employed three instruments in obtaining the data namely observation, interview and written documents. The participants of this study were twenty students of grade one in one private elementary school in Bandung. The results showed that there were four stages implemented by the teacher: opening, main, follow up and closing stage. In addition, the students showed positive response towards the used of song in learning English vocabulary. The students felt happy and enjoyed during the teaching learning process. Also, by using song, it aided them in understanding English vocabulary even better.]]>
<![CDATA[THE USE OF FAIRYTALE FILMS IN TEACHING NARRATIVE WRITING ]]>
<![CDATA[Fauzia Rachmawati]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
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<![CDATA[This study entitled “The Use of Fairytale Films in Teaching Narrative Writing” was aimed to know whether or not the use of fairytale films can help the students improve their writing and to find out their responses to the teaching program. This study employed a quasi-experimental research design in which two classes of grade eight students in one junior high school in Bandung were chosen as experimental group and control group. Two types of test (pretest and posttest) and questionnaire were used as data collection techniques. Utilizing Jacob’s scoring rubric (1981), the students’ tests were graded and calculated using IBM SPSS 17.0. The result revealed that the experimental group that was given fairytale films shows significant improvement compared to the control group. The result from the questionnaire also showed that the students displayed excitement in learning when the treatment was given.]]>
<![CDATA[STUDENTS’ READING ANXIETY IN ENGLISH FOREIGN LANGUAGE CLASSROOM ]]>
<![CDATA[Jullia Aisyah]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This research was conducted to investigate students’ reading anxiety in an EFL classroom in a junior high school. There were 33 students of a junior high school in Bandung who participated in this research. Utilizing, qualitative descriptive method, this research investigated the levels of students’ anxiety and the causes of students’ anxiety in English reading class. The data were collected using Foreign Language Reading Anxiety Scale (designed by Saito et al., 1999), a set of questionnaire (adopted from Ahmad et al. (2013)) and an interview to clarify the developed questionnaire. The research found that most of the students perceived anxiety in medium level (51,5%). The causes of students’ reading anxiety were based on then text feature including unknown vocabulary, which becomes the first rank of the causes anxiety followed by the unfamiliar topic, and the last is unfamiliar culture. From personal factor it was found that fear of making error is the first rank followed by worry about reading.]]>
<![CDATA[THEMATIC PROGRESSION IN STUDENTS’ HORTATORY EXPOSITION TEXTS ]]>
<![CDATA[Suci Nur Asyifa Yuniawati]]>;
<![CDATA[Sudarsono M. Ihrom]]>;
<![CDATA[Fazri Nur Yusuf]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study focused on the investigation of theme and theme progression in students’ hortatory exposition text. This study employed a descriptive qualitative design. The data were twelve hortatory exposition texts written by eleventh grade students from one public school in Kabupaten Bandung. The texts were analysed by analysing the schematic structure and theme system derived from Systemic Functional Linguistics proposed by Halliday (1985). This study revealed that almost all the students’ texts had fulfilled its schematic structure of hortatory exposition text. In addition, students employed various textual strategies in organizing an exposition text as seen from the application of various theme choices such as marked and unmarked topical theme, interpersonal theme to make their texts coherent. In terms of theme progression, the students seemed to make the text clear and focus, so they manipulated the theme reiteration pattern dominantly. Based on the findings, it is recommended that theme and theme progression analysis can be applied in language studies to gain a better control of text organization and development. It is also suggested that further researcher can investigate the other texts or analyse the text beyond the theme system.]]>
<![CDATA[DIRECT AND INDIRECT CORRECTIVE FEEDBACK ON EFL STUDENTS WRITING SKILL ]]>
<![CDATA[Siti Mei Rahmawati]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[There are some corrective feedbacks teachers can give to students in writing English text, two of them are direct corrective feedback and indirect corrective feedback. This study is conducted to investigate the impact of direct corrective feedback and indirect corrective feedback and which feedback is better to improve EFL students writing skill. The study was conducted at SMN N 4 Bandung. The sample of this study was 38 junior high school students and divided into two groups. Group 1 is the direct corrective feedback group and Group 2 is indirect corrective feedback group. Group 1 and group 2 were treated differently regarding their error in writing short story. Statistical analysis test revealed that indirect corrective feedback was more effective that direct corrective feedback in improving students writing skill.]]>
<![CDATA[THE IMPLEMENTATION OF DICTOGLOSS STORYTELLING IN IMPROVING 8th GRADE STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Azharra Aninda Putri Al Farid]]>;
<![CDATA[Sri Setyarini]]>;
<![CDATA[Nicke Yunita Moecharam]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This study investigates the implementation of Dictogloss Storytelling in 8th grade english classroom. It aims to see its contribution to the improvement of students’ writing performance in writing narrative texts. The study used experimental study as quantitative strand. It involved a class consisting of 19 students as the experimental group. The data were obtained from three meetings of teaching program.Hypothesis testing revealed that the post-test score (M = 64.00 , SD = 10.41) was significantly higher than pre-test score (M = 52.95, SD = 8.47), in t(18) = -10.849, p .05, r2 = .867 in 2-tailed direction. The effect size was also considered as large (r2.25), which indicated that the intervention had a large impact to the students’ score. The extent to which the students had significant improvement in their narrative writing is further explored.]]>
<![CDATA[K-W-L: A TEACHING STRATEGY TO DEVELOP STUDENTS’ READING COMPREHENSION IN THE SEVENTH GRADER OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Khairunnisa Khairunnisa]]>
<![CDATA[ Journal of English and Education Vol 5, No 1 (2017) ]]>
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<![CDATA[This study aims to investigate the implementation of K-W-L strategy to develop seventh graders students’ reading comprehension and their involvement in the classroom activities. This study employed a mixed method design. There were two classes of seventh grade that were selected to be samples; one class of control group and one class of experimental group. Each of the class consisted of 32 students. The data were gained from the pre-test and post-test, the classroom observation, the field notes, and the interview. The results from the pre-test and post-test showed that there was a small increase of the mean of the control group whih was 11.41 (pre-test 28.75 and the post-test 40.16), meanwhile, the experimental group showed a significant increase by 46.71 (pre-test 30.16 and the post-test 75.31). In addition, the value of eta squared was 0.725, which indicated that the implementation of K-W-L strategy had large effect on students’ reading comprehension. It can be implied that the students’ reading comprehension skill could be developed through the implementation of K-W-L Strategy. The results from the classroom observation, the field notes, and the interview revealed that each step of K-W-L strategy contributed to improve reading comprehension and develop students’ involvement in the classroom activities.]]>
