cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
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 12 Documents
 1   2 
Search results for , issue "Vol 5, No 2 (2017)" : 12 Documents clear
SCIENTIFIC APPROACH: AN ENGLISH LEARNING-TEACHING (ELT) APPROACH IN THE 2013 CURRICULUM Intan Siti Nugraha; Didi Suherdi
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The primary focus of the study entitled Scientific Approach: An English Learning-Teaching (ELT) Approach In The 2013 Curriculum (A Descriptive Study of Teacher in One Junior High School in Bandung) is to investigate the practice of a teacher implementing scientific approach in English learning-teaching in one junior high school in Bandung and reveal the difficulties encountered by the teacher in the process. In particular, this study portrays the occurrence of activities and the quality of the teaching process through pedagogical microscope. This study employs a descriptive-qualitative research design. The data were procured from classroom observation, teacher’s lesson plan analysis and interview. Those data were analyzed by Pedagogical Microscope instrument (Suherdi, 2009). The findings show to some extents. First, the finding shows that all the five stages of scientific approach were completely executed in four meetings of delivering one material or one Basic Competence (KD) eventhough the five stages were not always conducted in every meeting which was different from lesson plan made. The teacher provided plenty activities in each stage. Scientific approach implemented by the teacher could engage students in active learning activities and develop various students’ contributions. The ways the teacher led the active learning activities and students’ contributions were varied depending on the stages. Scientific approach implemented successfully fostered students’ critical thinking and developed high-thinking level of students’ learning behaviour. Second, the difficulties encountered by the teacher during implementation were the problem on the students with low English proficiency, time allotment, and the teacher’s teaching management.
INTERACTIONAL MODIFICATIONS FOR COMPREHENSIBLE INPUT: A CASE STUDY OF TWO EFL TEACHERS Naila Karima; Didi Suherdi; Fazri Nur Yusuf
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate the use of interactional modifications proposed by Long (1982) by two English teachers and language learning opportunities obtained. The study found out the distribution and the form of interactional modification in two different levels of English proficiency, elementary and pre-intermediate. To answer the research questions, case study was adopted. The main data were six transcribed classroom interactions of six sessions with audio-video recording. From the analysis, it was found that elementary teacher modified more interactions compared to pre-intermediate teacher due to less capability of lower student to comprehend the information delivered. The form of interactional modification used was other-repetition strategy, where both of the teachers repeated student`s utterances frequently in order to clarify, confirm, or emphasize the initial utterances. Besides, the occurrences of interactional modifications were considered to be determined by several factors, such as student`s level of proficiency, material delivered, and teacher`s knowledge. As for the question of language learning opportunities, the findings revealed by modifying the interactions there were gap noticing where the teacher noticed the mistakes of student`s language used by bringing that gap into awareness. Besides, modified interactions also gave the student the chance for meaning negotiation where the understanding of information was obtained through resolving the communication breakdown in the classroom. Therefore, it is paramount for teachers to acknowledge, believe, and aware that modified interaction is important not only to provide comprehensible input but also to make student comprehend the information and are triggered to be able to participate in the conversations.
STUDENTS’ ATTITUDES TOWARDS THE USE OF AUTHENTIC MATERIALS IN EFL CLASSROOM Harini Sugirezki Sujono
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This present study was aimed at discovering students’ attitudes towards the use of authentic materials in EFL classroom, students’ difficulties in dealing with authentic materials, and students’ favorable authentic materials. There were 34 of the eighth-grade students in Bandung participated in this research. The data were attained through students’ questionnaires, students’ interviews, and classroom observation. The mean score of students’ questionnaire result was 51.09. It indicates that students’ attitudes towards the use of authentic materials are positive. This result was also supported by the two observers involved in this study who agreed that authentic materials could give positive impacts on all students’ element of attitudes which are cognitive, affective, and behavioral elements. Then, according to the result of students’ interview, there were five difficulties that students encountered when dealing with authentic materials: unfamiliar vocabularies appeared in authentic materials, advanced speaking fluency and intonation, low-quality of authentic materials, students’ low self-confidences, and unfamiliar authentic materials. The last, from twenty kinds of authentic materials listed in the questionnaire, songs and movies were considered as the most favorable authentic materials for EFL students.
IMPLEMENTING WORD WALL STRATEGY IN TEACHING WRITING DESCRIPTIVE TEXT FOR JUNIOR HIGH SCHOOL STUDENTS Ratu Sartika
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The research was aimed at investigating the use of Word Wall Strategy in helping junior high school students learn writing descriptive texts and students’ opinions toward the implementation of Word Wall Strategy in teaching writing descriptive text.  The descriptive qualitative method was employed in this study.  The data were obtained through observation, questionnaire, and document as the instruments of the research. The use of Word Wall as the strategy in teaching writing a descriptive text was helpful for junior high school students by facilitating teacher and students to carry out all of the steps in implementing Word Wall Strategy proposed by expert. The result also displayed that Word Wall Strategy have important roles in helping students learn to write a descriptive text with more than 50% responses were positive regarding the students’ responses to the use of Word Wall. In the end, based on the result of the study, delivering Word Wall strategy is recommended to be implemented in junior high school’s classroom.
EMBEDDING CRITICAL THINKING THROUGH CRITICAL READING: TEACHING NARRATIVE TEXT IN JUNIOR HIGH SCHOOL Ajeng Meidina Fadhillah
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article reports a research on embedding critical thinking through critical reading in teaching narrative text to junior high school students. The research was aimed to find out whether or not critical reading strategies can improve students’ critical thinking skills and how critical reading strategies help students to think critically in reading narrative text. Thirty five of eight graders in one of junior high schools in West Bandung were involved in this study. This study employed mixed methods as the methodology. The data were gained through pre-test, post-test, classroom observation and interview. The findings revealed that there were 18 of 35 students (51%) who made a high improvement of their critical thinking skills. It means that critical reading strategies were considered could improve students’ critical thinking skills in reading narrative text. In addition, the five critical reading strategies as proposed by Sousa (2004) and Winston Salem State University (2013) namely previewing, outlining and summarizing, reflecting and evaluating were proven to have its own role in fostering students’ critical thinking skills. Moreover, students critical thinking evolvement were investigated and listed from the most evident to the least evident; 1) reasoning, 2) predicting, 3) recognising context and 4) questioning.
TEACHING GOOD CHARACTER IN A NARRATIVE TEXT THROUGH STORYTELLING Maidhina Keisha Rahasya
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research paper entitled “Teaching Good Character in a Narrative Text through Storytelling” was aimed at discovering the teaching of good character of respect in a narrative text through storytelling and the students’ responses to the teaching of good character of respect in a narrative text through storytelling. The good character was respect and the story used in this research entitled “Gilbert the Goat Learns Respect” was produced by MyYoungChild.org in 2012. The eighth grade students became the participant of this research and to collect and identify the data, qualitative method was applied equipped with descriptive analysis with observation, questionnaire and document analysis as the instrument of the research. The result of the study showed that the teaching of good character of respect in a narrative text is taught through storytelling relatively faithful to the framework of Ellis and Brewster (1991) that have three steps namely pre-storytelling step, during storytelling step and after storytelling step. Some activities in each step also help the students in learning good character of respect.  From this teaching, the students were able to make a reflection from the story and showed their behavior of being respectful through the reflection. For the responses, almost all of the students showed positive responses to the help of storytelling in teaching good character of respect in a narrative text through storytelling. This model of teaching is handy for teacher to teach good character of respect in a narrative through storytelling in more well-prepared method.
EXPLORING TEACHER’S SCAFFOLDING TO THE STUDENTS IN TEACHING WRITING Rohmat Kamil
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The research entitled “Exploring Teacher’s Scaffolding to Students in Teaching Writing” is focused at investigating teacher’s ways to provide Scaffolding and challenges of implementing Scaffolding in teaching writing Descriptive text to seventh grade students in Parongpong, West Java, Indonesia. The data were collected from classroom observation, field notes, and semi-structured interview. The data obtained were transcribed and analyzed by using curriculum cycles framework (Hammond, 2001; Gibbons, 2002; Emilia, 2010). Besides, the data were also examined based on Scaffolding types theories (Roehler Cantlon, 1997; Hammond, 2001; Gibbons, 2002; Walqui, 2006).  The results revealed that six types of Scaffolding were used by the teacher in teaching writing. The most intensive Scaffolding was given in Building the Field and Modeling stage of the curriculum cycle, and all Scaffolding was reduced in the Independent Writing stage. The results also showed various ways were used by teacher to provide Scaffolding; asking previous lesson, providing illustration, explaning Grammar and text structure, giving students chance to participate in learning process, reading text model, and providing supportive and corrective feedback towards students’ responses. Furthermore, some challenges faced by teacher in using Scaffolding were the amount of students, language intruction and time constraint.
TEACHING WRITING OF NARRATIVE TEXT THROUGH DIGITAL COMIC Fenti Susilawati
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was aimed to investigate the use of digital comic in helping senior high school students to write narrative text and to find out the students’ perception on the use of digital comic in teaching writing of narrative text. This research employed a quantitative method with a true experimental design. The sample of this research was the 10th-grade students at one senior high school in Garut. There were 71 students involved in this research; 36 of them belonged to experimental group and the rest were belonged to control group. Therefore, writing test and questionnaire were implemented as the research instrument in order to collect the data. Writing test of this research was implemented twice; first as a pretest and second as a posttest.  In addition, Sangkuriang and Timun Mas were chosen as the title of digital comic used in this research. The result of this research indicated that the use of digital comic as teaching media can improve students’ ability in writing narrative text. The result also revealed that the use of digital comic in teaching writing of narrative text has more advantages rather than the disadvantages. From this research, teachers are recommended to use digital comic in teaching writing of narrative text.
TEACHER’S STRATEGIES IN BUILDING THE STUDENTS’ KNOWLEDGE OF THE FIELD (BKOF) IN TEACHING WRITING NARRATIVE TEXT Astrina Nur Sundari; Nenden Sri Lengkanawati; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is aimed at investigating the teacher’s strategies at the stage of building knowledge of the field (BKOF) especially when teaching writing narrative text. The BKOF stage is intended to build the students’ prior knowledge before they can write effectively. This study used the scaffolding theory as it shares some similarities with the BKOF stage. Qualitative research was applied in this study. Four instruments were used to collect the data; questionnaire, classroom observation, interview and document analysis. The findings showed that the teacher applied three main strategies in the BKOF stage, those are 1) asked students to translate in most of the class discussion; 2) built students vocabulary; and 3) the point system.
THE IMPLEMENTATION OF INTERACTIVE READ ALOUD IN TEACHING ENGLISH TO EFL YOUNG LEARNERS (A Case Study Conducted in a Private Elementary School in Bandung) Hani Maruta Saarah
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate the ways classroom interactions in Interactive Read Aloud construct students’ reading comprehension, and the strategies implemented by teacher before Interactive Read Aloud to produce classroom interactions in English as a foreign language context. This study employed a case study approach, and used two types of instruments which were classroom observation, and written documents to answer the research questions. The result of the study revealed that to construct students’ reading comprehension, confirming, modeling, extending, and building interactions were produced during Interactive Read Aloud, and also revealed several strategies that were applied before Interactive Read Aloud to produce classroom interactions which were reading the book several times, formulating the learning objectives and questions, building students’ background knowledge, identifying where students prediction should be shared, and devising opportunities for students to explore the story more. It is thus recommended for EFL young learners’ teachers who implement this method to produce the interactions, and conduct the strategies before the implementation thus the interactions that construct students’ reading comprehension are produced.

Page 1 of 2 | Total Record : 12

 1   2 

Filter by Year

2017 2017


Reset
Filter By Issues
All Issue Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) Vol 3, No 2 (2015) Vol 3, No 1 (2015) Vol 2, No 2 (2014) Vol 2, No 1 (2014) Vol 1, No 2 (2013) Vol 1, No 1 (2013)