Articles
118 Documents
<![CDATA[THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS ]]>
<![CDATA[Noviyanti Noviyanti]]>
<![CDATA[ Journal of English and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[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. ]]>
<![CDATA[THE USE OF INDIRECT FEEDBACK TO REDUCE STUDENTS’ GRAMMATICAL ERRORS IN WRITING AN ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Annisa Bintang Kusumawardhani]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[Feedback provision is a necessity for students in the process of writing. Thus, this research aims to discover the use of indirect feedback to reduce students’ grammatical errors in writing an analytical exposition text. Furthermore, this study was conducted to find out students’ response toward indirect feedback given as treatment. The study implemented a quasi- experimental design. The sample of this study involves 60 students as control group and experimental group. Students’ writing and questionnaire were used to obtain the data in this study. Afterwards, one way analysis of variance test in SPSS 20.0 conducted to analyze the data. Based on the statistical result, after indirect feedback was implemented on students’ writing, the level of significance is .000 or 0.05, thereby the null hypothesis was rejected. Thus, the use of indirect feedback reduces the number of grammatical errors made by students in writing an analytical exposition text. In addition, from the questionnaires’ result, students’ gave positive responses toward indirect feedback.]]>
<![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[TEACHER’S STRATEGIES IN BUILDING THE STUDENTS’ KNOWLEDGE OF THE FIELD (BKOF) IN TEACHING WRITING NARRATIVE TEXT ]]>
<![CDATA[Astrina Nur Sundari]]>;
<![CDATA[Nenden Sri Lengkanawati]]>;
<![CDATA[Nicke Yunita Moecharam]]>
<![CDATA[ Journal of English and Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[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.]]>
<![CDATA[THE PORTRAYAL OF THE ROLE-PLAY IMPLEMENTATION IN TEACHING SPEAKING TO THE STUDENTS OF TOURISM STUDY PROGRAM ]]>
<![CDATA[Hainur Diana Insani]]>
<![CDATA[ Journal of English and Education Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This paper entitled "The Portrayal of the Role-Play Implementation in Teaching Speaking to the Students of Tourism Study Program" was intended to investigate how role-play is implemented in teaching speaking to the students of Tourism Study Program and the students’ responses towards the implementation of role-play. The participants of this study were an English teacher and eleventh grade students of one vocational high school in Bandung. Qualitative approach was used as the research method by employing non-participant observation and questionnaires to attain the data. The findings showed that the implementation of role-play motivated the students in learning English and help the students bridge the theory into practice. However, the role-play could not be optimally utilized to develop the students’ speaking ability because the teacher violated some principals in teaching speaking and some elements in the implementation of role-play. This research is expected to contribute to the teaching of English especially in the use of role-play in teaching speaking. In addition, it is suggested for the next researcher to extend the research on the use of role-play not only in teaching speaking, but also in the other aspects of communicative language teaching.]]>
<![CDATA[AN ANALYSIS OF SELECTED ELEVENTH GRADE ENGLISH TEXTBOOKS ]]>
<![CDATA[Rizky Akbar]]>
<![CDATA[ Journal of English and Education Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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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[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[SQ3R IMPLEMENTATION IN TEACHING READING COMPREHENSION A Case Study of Eight Grade Students at One State MTs in Sumedang ]]>
<![CDATA[Mila Siti Masruuroh]]>
<![CDATA[ Journal of English and Education Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[This research aimed to describe the implementation of SQ3R in teaching reading comprehension and to identify students’ responses toward the implementation of SQ3R. Moreover, it examined the benefits of SQ3R in teaching reading comprehension in Indonesia. This research used a qualitative case study conducted at one State MTs in Sumedang. It involved one class of the eighth grade which consists of 30 students. The data were collected through observation, interview, and document analysis. The data from the three instruments were analyzed qualitatively. The results of this research showed that the implementation of SQ3R helped the students to comprehend English texts. The students also responded the implementation of SQ3R positively. They focused while reading English texts by using SQ3R. They were also interested and enthusiastic in doing the tasks. In addition, SQ3R helped them to write questions from the texts, to rewrite the information by their own words, to write a report or a summary about the texts, and to enrich their vocabularies. In conclusion, SQ3R helped the students in reading English texts. Therefore, SQ3R is recommended to be implemented in teaching reading comprehension.]]>
<![CDATA[TEACHER PRAISES AND STUDENTS’ ENGAGEMENT IN EFL CLASSROOM (A case study of seventh grade students at one of junior high school in Bandung) ]]>
<![CDATA[Farah Hanifah Firdaus]]>
<![CDATA[ Journal of English and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[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. ]]>
<![CDATA[SPELLING BEE IN TEACHING VOCABULARY ]]>
<![CDATA[Anisa Rohmawati]]>
<![CDATA[ Journal of English and Education Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Journal of English and Education ]]>
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<![CDATA[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. ]]>
