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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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CULTURAL CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOO GRADE THREE IN CIANJUR, WEST JAVA Ihsan Nur Iman Faris
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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Abstract

This article reports the result of the research investigating cultural content of an English textbook for senior high school grade three in Cianjur, West Java. The data of the research were collected from reading passages in the English textbook for senior high school entitled “Look Ahead”, book three published by Airlangga publisher. To reveal what cultures are represented in the textbook, the cultural contents are categorized into the source culture, the target culture, or the international culture (Cortazzi Jin, 1999). To reveal how the cultures are represented in the textbook, the cultural contents are categorized into the aesthetic sense, the sociological sense, the semantic sense, or the pragmatic sense (Adaskou, Britten Fahsi, 1990). The research finds that the target culture is predominant in the textbook. The investigation found that 77.05% cultural contents refer to the target culture, 13.11% cultural contents refer to the source culture, and 09.84% cultural contents refer to the international culture.  Regarding how cultures are represented in the textbook, generally culture is represented by the aesthetic sense (37.70%), the sociological sense (31.15%), the pragmatic sense (19.67%) and the semantic sense (11.48%). Based on the findings it is recommended that more source culture and international culture be included in the textbook.
COMMON ERRORS AND PROBLEMS ENCOUNTERED BY STUDENTS ENGLISH TO INDONESIAN CONSECUTIVE INTERPRETING Rully Sutrirasa Pratiwi
Journal of English and Education Vol 4, No 1 (2016)
Publisher : Journal of English and Education

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Abstract

The aims of this study are to find out the common errors and problems encountered by students in consecutive interpreting from English to Indonesian. Qualitative method involving analysis, error validation, and interviews was applied to answer the research questions. The data were obtained by collecting the video recording in consecutive interpreting of six students in liaison class and conducting interviews with the students to obtain further information. This study found that addition is the most frequent errors encountered by the students which consists of 8 occurrences or 30% of 27 occurrences. The errors were made by the students because of some problems that they encountered in the way they interpret the message to the client. The data gathered from the students’ interview were categorized the problems into seven different reasons; nervousness, lack of language proficiency, time pressure, lack of practice, lack of vocabulary, concentration, and environment. Overall, the findings lead to a final conclusion that the students of English to Indonesian consecutive interpreting still need some improvements and guidance to interpret and deliver the message. 
TEACHER’S PROXIMITY IN CONDUCTING CLASSROOM MANAGEMENT (A Case Study on English Teachers of SMP Negeri 1 Lembang) Dede Riska Ningrum
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

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.
STORYTELLING: ENHANCING VOCABULARIES FOR CEREBRAL PALSY STUDENTS Raita Gina Aprilina
Journal of English and Education Vol 3, No 1 (2015)
Publisher : Journal of English and Education

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Abstract

This paper reported on a study concerned with teaching vocabulary using storytelling technique in one of SLBs in Bandung. This study aimed to find out the cerebral palsy students’ ability in English vocabulary before and after the treatment, and to find out whether storytelling significantly improved English vocabulary of students with cerebral palsy. This study used an experimental method with single subject research with A-B-A design which involved two participants. This study revealed that the storytelling technique increased the students’ score in general, but six sessions of treatments still could not yet give significant improvement to the cerebral palsy students’ ability in English vocabulary.
THE EFFECTIVENESS OF JIGSAW IN IMPROVING STUDENTS’ READING COMPREHENSION Hoerunnisa Neneng; Didi Suherdi
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

This research aims at investigating the effectiveness of Jigsaw in teaching reading comprehension, and it also aimed to investigate the students’ responses toward the Jigsaw technique. An English teacher and 30 seventh graders were involved as participants in this research. The data were obtained through classroom observation, giving treatments, and questionnaires. The data obtained from pre-test and post-test were analyzed by using SPSS 20 and ANATES V4 for windows. The data analysis from the independent t-test showed that there was significant difference in the result of post-test means between the experimental and the control groups. It showed that the score of the experimental group (M=24) was higher than control group (M=19). Furthermore, based on the result of the dependent t-test showed that tobt was greater than tcrit (8.976 2.064) at the level of significance 0,05 indicating that the null hypothesis (H0) was rejected. It means that there was a significant difference between students’ pre-test and post-test of experimental group after the treatments. The results of the study revealed that Jigsaw could be applied effectively to teach reading comprehension. Students were eager to discuss the information included in the descriptive texts one to another. In addition, the study also showed that the majority of students showed their interest in learning reading comprehension through Jigsaw. The results of the research indicated that using Jigsaw to teach reading comprehension made students tend to be active during the teaching and learning process, and it improved their comprehension about the descriptive texts.
THE ANALYSIS OF TEACHER TALK AND THE CHARACTERISTIC OF CLASSROOM INTERACTION IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM Dina Septryana Putri
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

The study entitled “The Analysis of Teacher Talk and the Characteristic of Classroom Interaction in English as a Foreign Language Classroom” has objectives to find the type of teacher talk and characteristic of classroom interaction in EFL class of a vocational school in Bandung based on Flanders’ Interaction Analysis Categories that consists of indirect and direct influence of teacher, students’ initiation and responds, and silent moment. This research employed observation sheet, questionnaire, and video recording in order to reach the objectives. By using observation sheet, it was discovered that all categories of teacher talk existed in the classroom. However, asking questions and lecturing were the dominant ones. Students’ perception that were gained by making use of questionnaire supported the finding of the categories of teacher talk in which students perceived that their teacher was more likely to influence them indirectly by asking many questions to involve them in the interaction. Then, this teacher talk type was in line with the characteristic of classroom interaction identified by using video recording which was discovered to be content cross. This kind of interaction indicated that teacher relied hard on asking and lecturing the students. 
TEACHING ENGLISH PRONUNCIATION USING FILM Dyah Indri Fitri Handayani
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

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Abstract

This study aimed to discover (1) whether the use of film is effective to improve students’ pronunciation ability and (2) the students’ response toward film in improving their pronunciation. The study applied a quantitatve study in a private High School in Bandung. The participants of this study were class X IPA 2 and X IPS 2 with total 60 students. The data were gathered from test and interview. The result of this study showed that the use of film in teaching English pronunciation does not give major improvement. However, the students responded positively toward film as teaching media. Furthermore, the use of film in teaching enhances students’ motivation in learning English. This research suggests that the use of film could be useful for educational purpose.
THE USE OF SELF-ASSESSMENT TOWARDS STUDENTS’ READING BEHAVIOR (A CASE STUDY) Lianisya Lianisya
Journal of English and Education Vol 2, No 2 (2014)
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Abstract

This study intends to investigate the use of self-assessment towards students’ reading behavior using KWL (Know-Want-Learnt) framework and discover the students’ responses towards the use of self-assessment in students’ reading behavior of twelfth grader students of a private high school in Bandung. To meet the purposes, this study employs qualitative approach as the method to analyze the data gathered. Specifically this research meets the characteristics of a case study. The data are obtained from the interviews and the classroom observations. This study reveals that the use of self-assessment in classroom can motivate them to be actively involved in learning process, especially in reading activity. To some extent the teacher already followed the procedure of conducting self-assessment in the classroom as suggested by Westwood (2001) in terms of leading students to activate their prior knowledge. However, to some extent the teacher also violated the procedures in terms of the inconsistency in conducting self-assessment in the classroom. Furthermore, from the interview it is found that the students give positive responses to self-assessment since it can help them to maintain their reading behavior. Nevertheless, there are some negative response from students who stated that they did not know what exactly a function of self-assessment. 

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