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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 118 Documents
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THE IMPLEMENTATION OF DICTOGLOSS STORYTELLING IN IMPROVING 8th GRADE STUDENTS’ WRITING ABILITY Azharra Aninda Putri Al Farid; Sri Setyarini; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

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.
THE USE OF EXTENSIVE READING IN TEACHING READING Raihani Ferdila
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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Abstract

The study investigates benefits of using extensive reading in teaching reading and as well as students’ attitudes toward it. A case study design as a part of qualitative research was employed in this study. The data were collected through classroom observation, questionnaire and interview. The participants of this study were a class of second graders in one of the public junior high schools in Bandung. The findings reveal that extensive reading was beneficial in teaching reading. There are five benefits found, those are building students’ perspective that reading is a fascinating activity, creating enjoyable learning atmosphere, helping students in developing a wide vocabulary, improving students’ reading comprehension, and increasing students’ motivation in reading. In addition, most students had positive attitudes toward the use of extensive reading in their reading class. Based on the findings, it is expected to contribute to the teaching of English especially in the use extensive reading technique in teaching reading. However, in order to achieve maximum benefits of the technique, it is suggested that some aspects of the technique should be improved; these include the improvement of teacher’s understanding of the principles and concepts of extensive reading, the insight of the importance of giving clear instructions, and the awareness of designing various activities.
MEASURING TEACHERS’ PROFESSIONAL COMPETENCE: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS IN TEACHERS’ REPORT TEXTS Devi Yunitasari
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

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. 
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)
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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.
AN EVALUATION OF READING MATERIALS IN “ENGLISH IN FOCUS” TEXTBOOK FOR SEVENTH GRADE STUDENTS IN ONE OF JUNIOR HIGH SCHOOLS IN BANDUNG Inge Rakhma Kanina
Journal of English and Education Vol 4, No 1 (2016)
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Abstract

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. 
K-W-L: A TEACHING STRATEGY TO DEVELOP STUDENTS’ READING COMPREHENSION IN THE SEVENTH GRADER OF JUNIOR HIGH SCHOOL Khairunnisa Khairunnisa
Journal of English and Education Vol 5, No 1 (2017)
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Abstract

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.
PROFILING PRIMARY ENGLISH TEACHERS’ CREATIVITY THROUGH THEIR LESSON PLANS Suci Maharani
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

Creating creative theme-based lesson plans for teaching English to young learners is essential. Therefore, primary English teachers should have creativity in designing their lesson plans. This study aimed to identify the creativity features in the teachers’ lesson plans and to reveal the considerations taken by the teachers. This study employed qualitative research and applied descriptive study as its framework. This study used teachers’ documents and interviews in data collection. The respondents of this study were three primary English teachers who taught at three different schools in Bandung. The results of this study showed that there were five creativity features of the teachers found in teachers’ lesson plans: profiling meaning and purpose; foreground potent affectively engaging texts and media; fostering play; encourage collaborations and making connections; and fostering originality. Moreover, the findings from the interviews showed that the teachers had their own consideration in choosing the designed activities which was different from one another. The results of this research can enrich creativity literature in education and help primary English teachers to be knowledgeable, discover, and develop their creative abilities in designing theme-based lesson plans. 
A DESCRIPTIVE STUDY OF THE SHIFT OF ROLES BETWEEN A TEACHER AND STUDENTS IN ENGLISH CLASSROOM DISCOURSE Doni Ramdhani Suwandi
Journal of English and Education Vol 3, No 1 (2015)
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Abstract

This study was aimed to figure out the exchange patterns during classroom interaction and its relation to the shift of roles of serving primary knower between a teacher and students. Thirty nine students of twelfth grade and an English teacher in a public senior high school in Bandung were involved as the participants. This study employed a descriptive-qualitative method, and the main data were classroom observation transcript and teacher’s interview transcript. The data analysis was done by applying classroom discourse analysis through coding and categorizing utterances of teacher and students into exchange categories proposed by Suherdi (2009). The findings reveal that both Non-Anomalous (Knowledge-Oriented and Action-Oriented) and Anomalous Exchanges (Elliptical, Defective, and Broken) were found in the interaction between the teacher and the students, therefore the exchange categories affect the shift of roles of serving primary knower between teacher and students. With regard to the findings, two exchanges were likely to be dominant among other exchanges throughout four meetings of the lesson; those are DK1-initiated exchanges (30.19%) and A1-initiated exchanges (34.57%).
AN ANALYSIS OF TEACHERS’ TALK IN AN EFL CLASSROOM Nurul Aisyah
Journal of English and Education Vol 4, No 2 (2016)
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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. 
PROMOTING CHARACTER EDUCATION IN EFL CLASSROOM: USING CHILDREN’S LITERATURE AS A TEACHING MATERIAL Mentari Antika Putri; Sri Harto; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 2 (2017)
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The article entitled Promoting Character Education in EFL Classroom: Using Children’s Literature as Teaching Material investigated a teacher’s strategies in integrating character education in EFL classroom using children’s literature as teaching material along with teacher’s ability to identify the ideology embodied in the story. A case study was employed in this study. The basic frameworks of this study are relied on Campoy (1997), Edgington (2002), O’sullivan (2004) and Hollindale (1988) framework. This study revealed that the teacher employed several strategies namely Cause/Effect/Far-Reaching Effect, Perspective Windows, What’s Your Perspective?, Comparison of Noble and Ignoble Character, Value Inculcation and Value Analysis. It is further found that teacher was able to identify the ideology presented in the story.

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