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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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TEACHER’S STRATEGIES IN GETTING STUDENTS’ ATTENTIONS DURING TRANSITION (A CASE STUDY ON AN ENGLISH TEACHER IN AN ELEMENTARY SCHOOL IN BANDUNG Wulan Fauzia
Journal of English and Education Vol 1, No 1 (2013)
Publisher : Journal of English and Education

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Abstract

This article focuses on the teacher’s strategies in getting the students’ attention during transition. Since students could not proceed classroom activities without paying attention to the teacher’s instruction, various strategies in getting the students’ attention are necessary. This study employed a qualitative research method, particularly a case study design. The data were collected through five observations and two interviews. The participants of this study were an English teacher and a class of third grade students in a state elementary school in Bandung. The findings revealed that the teacher used desisting, chant, sound, clapping and singing a song in getting students’ attention.  Keywords:Transitional strategies, classroom management
CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR READING COMPREHENSION Fajar Furqon
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

The paper deals with the correlation between students’ vocabulary mastery and their reading comprehension. Data were collected from 34 second grade students. The test items of reading comprehension and vocabulary mastery were given to the students to measure their level of reading comprehension and vocabulary mastery. The results were compared to find out the correlation between those variables. The findings showed that there was a strong correlation between students’ vocabulary mastery and their reading comprehension. The current study concluded that vocabulary mastery was contributive in helping the students to comprehend the texts. Keywords:Correlation, reading comprehension, vocabulary mastery
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH Susi Fitria
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This paper reports on a study aiming at investigating the variety of speaking activities conducted by an English teacher of a private elementary school. The data were taken from observations, structured interviews, and documents examination. To analyze the data, Brown’s (2004) six categories of classroom speaking performances were used. The findings reveal that there were 11 kinds of speaking activities conducted by the teacher within 5 meetings, namely: drilling, directed response, sentence/dialogue completion, picture-cued, translation (of limited stretches of discourse), question and answer, discussion, games, oral presentation, retelling a story, and singing a song. This result shows that PBL approach encourages teachers to provide more varied speaking activities for the students. Keywords:   Young learners, elementary school, speaking activities, project-based learning approach
AN ANALYSIS OF STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS Dini Utami
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This paper reports on the results of a study  focusing  on the analysis of students’ ability in writing narrative texts in terms of schematic structure and linguistic features. A qualitative case was used in this study. The data of this study were nine junior high school students’ narrative texts that came from low, middle, and high levels of achievement. The analysis of the data indicate that the students from low and middle achievers have insufficient knowledge of writing narrative. It can be seen from the schematic structure and  linguistic features of the texts. Moreover, the students from these levels of achievement still need a lot of writing guidance from the teacher. Furthermore, for high achiever student, the teacher only needs to remind the student to read again the text for several times to avoid minor mistakes. Hence, appropriate teaching techniques and approaches should be implemented. Keywords:Narrative text, schematic structure, linguistic features
IMPLEMENTATION OF THE COOPERATIVE LEARNING METHOD IN TEACHING READING COMPREHENSION Rifky Haydan
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

The present study reported the use of cooperative learning method in improving students’ reading comprehension. The research was conducted to find out whether or not cooperative learning improved students’ reading comprehension, and to find out students’ responses toward the implementation of cooperative learning methods. The design employed in this research was Classroom Action Research. The study was conducted at XI Grade of Culinary Class which involved thirty one students. Observation checklists, students’ questionnaire, evaluation sheet and students’ reading test were implemented as instruments to collect the data. The findings of the study showed that cooperative learning methods (STAD and Jigsaw) improved the students’ comprehension in reading descriptive text. On the first cycle, there were 13 students (42%) who passed the reading posttest, while in cycle 2, the students who passed the reading posttest were 25 students (86%).The findings also showed that the students gave positive responses since they stated that cooperative learning methods were fun and helped them in understanding descriptive texts and they wanted to know more about it. Keywords: Cooperative Learning, reading, descriptive text
THE OCCURRENCE OF CODE SWITCHING ON PERSONAL MESSAGE OF BLACKBERRY MESSENGER Tajudin Tajudin
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

The study aims to investigate languages used in code switching on personal message of BlackBerry messenger (PM of BBM), the types of code switching, and the reasons of BBM users in using code switching.  This research involved 25 university students in Bandung as samples.  The data were gathered through compiling the PM of BBM and distributing questionnaires.  Several theories were applied to analyze the data, namely theory of switching types proposed by Poplack(1980), and theory of reasons of switching investigated by Hoffman (1991, in Tiana, 2009), and Savile-Troike (1986).  The findings revealed that the users tended to use group of switched-languages (Indonesian-English) in code switching (80%).On the other hand, dealing with types of code switching appeared on PM of BBM, intersentential switching is the most dominant switching type (40.63%).  Furthermore, the data analysis result from questionnaires indicated that most of the respondents (24%) stated that they did switching for real lexical need, which is the BBM users mostly used code switching on their PM because lack of equivalent lexicon. Keywords:    Code switching, personal message, BlackBerry messenger, types, reasons.
THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO TEACHING WRITING BUSINESS LETTER Hilda Gupitasari
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This paper reports on the results of a study on the implementation of the process-genre approach to teaching writing business letters. The study aimed to find out whether  the implementation of the process-genre approach can improve students’ ability in writing business lettersand to investigate students’ responses to the use of the process-genre approach. This study used Classroom Action Research (CAR) design and the participants were twelfth gradersat one vocational school in Cianjur. The results demonstrate improvement in students’ writing ability, evidenced in the increase in scores obtained at the end of the teaching program. Moreover, the results of the questionnaire also show the students’ consciousness that the process-genre approach could help improve their writing ability, especially writing application letters. Keywords: Process-genre approach, writing, application letter
THE USE OF SONGS AS A PROMPT IN GENRE-BASED APPROACH IN TEACHING NARRATIVE TEXT Sintia Hamidah Ilyasa
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

The paper entitled, “The use of songs as a prompt in genre-based approach in teaching Narrative text” aims to examine in what stages of the genre-based approach (GBA) that songs as a prompt can be incorporated in teaching narrative text and to what extent songs as a prompt can help the students in writing narrative text. This study was conducted in a senior high school in Bandung using a case study. The findings of this study show that, songs can be incorporated in every stage in GBA including Building Knowledge of Field, Modeling of Text, Joint Construction, and Independent Construction. Furthermore, the analysis reveals that songs as a prompt can help the students to write narrative text in several aspects, as in helping the students to understand context and social purpose of narrative text, generating ideas, enhancing vocabularies and the use of expressions, and promoting students’ motivation. Regarding this, it is recommended that songs a as a prompt be  incorporated in the GBA to teach narrative text. Keywords:Genre-based Approach, Songs, Writing Prompt, Narrative Text
THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS (REACT: Relating, Experiencing, Applying, Cooperating, and Transferring) Tuti Rohayati
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

The primary focus of this study is to determine the effect of contextualization on students’ vocabulary mastery and to investigate the students’ responses toward contextualization in teaching and learning vocabulary. In this study, contextualization is employed through REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) strategy proposed by Crawford (2001). The samples of this study arestudents of thefifth grade of one elementary school in Bandung that are chosen purposively. By using a quasi-experimental with nonequivalent groups design, both experimental and control groups (30 students in each group) are given pretest of multiple-choice test to find out their initial ability. Then, the experimental group is treated by using contextualization for four meetings. Meanwhile, the control group is treated by using a traditional (non-REACT) method; the grammar translation method. An interview is administered to find out students’ responses toward contextualization. The findings indicate that the implementation of contextualization was effective in improving students’ vocabulary mastery. It can be seen from the statistical computation result of post-test score of experimental group (M=78.66) that is higher than control group (M=67.33). In reference to the result of this study, it can be concluded that contextualization using REACT is recommended to be applied in teaching vocabulary to elementary students. Moreover, the teachers who are interested in carrying out contextualization need to choose appropriate context based on students’ daily lives or experiences and create a lively classroom atmosphere as well. Keywords:Contextualization, REACT, vocabulary
SCAFFOLDING PROVIDED BY A TEACHER IN TEACHING WRITING NEWS ITEM TEXT Mayang Sari Nirmala Dewi
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This paper presents the outcome of qualitative research which particularly is aimed at investigating types of scaffolding, ways a teacher provides scaffolding, and benefits and challenges of scaffolding in teaching writing News Item text to tenth graders in a senior high school in Bandung, West Java. The data were obtained from non-participant classroom observation, field notes, and semi-structured interviews.  The results revealed that seven types of scaffolding were provided by the teacher.  The most intensive scaffolding was given in the Modeling stage of the curriculum cycle, and it was removed in the Independent Writing stage.  The results also show that the teacher faced some benefits and challenges in providing scaffolding. Keywords: Scaffolding, Teaching Writing, News Item text, Senior High School

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