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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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TEACHERS’ PERCEPTIONS TOWARDS THE USE OF ENGLISH TEXTBOOK IN EFL CLASSROOMS Siti Nurhayati Diniah
Journal of English and Education Vol 1, No 2 (2013)
Publisher : Journal of English and Education

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Abstract

This paper addresses the study of investigating the teachers’ perceptions towards the use of textbook, their strategies and difficulties in using the textbook in the classroom. The participants of the study were two English teachers at an Islamic senior high school in Cirebon. This was descriptive study using qualitative method as the approach. This study employed three techniques in collecting data: questionnaire, observation and interview. The findings revealed that the teachers perceived positively towards the textbook. The teachers considered that the textbook suited the students’ need, teachers’ need, syllabus and examination. In using the textbook, the teachers used strategies to make an adaptation on textbook by modifying task, adding and omitting the materials. There were two main difficulties faced by teachers; the level of difficulties of the material and limited aids for teaching. The result of the study is expected to broaden teachers’ knowledge about criteria of good textbook and to promote meaningful and communicative purpose for future textbooks. Keywords: perception, textbook, and adapting material
TEACHER’S STRATEGIES IN TEACHING SPEAKING TO STUDENTS AT SECONDARY LEVEL Agung Ginanjar Anjaniputra
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This study is aimed at portraying teacher’s strategies in teaching speaking to students at secondary level and recognizing students’ response towards the strategies by involving an English teacher and a class of 22 students. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking, and questionnaire was administered to the students to gain the data about their response towards the strategies under the umbrella of descriptive research. The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students’ response towards the strategies resulted in positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose participation was emphasized. Keywords: Teaching strategies, the teaching of speaking, secondary level
LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING Yuli Rachmawati
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This study is a descriptive study investigating learners’ language learning strategies (LLS) in learning speaking and the different strategies used by the high and low achievers of the class. The study used a descriptive method. Since the data for the study are both in the form of words and numbers, a mixed method design has been employed. To collect the data, a modified questionnaire of SILL, score recording, and interviews are used. The findings show that compensation strategies (M=3,48) are the most frequently used strategies employed by all learners. Meanwhile differences in the strategies used by the high and low achievers in speaking are found in terms of the frequency of use, strategy category, and varieties of strategy.  Keywords:    Language learning strategy, speaking, exemplary class, high achiever, low achiever
THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT Meliya Adriati
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This study investigated the use of clustering technique in teaching writing narrative text. Thus its specific objective was to find out: (1) whether the use of clustering technique is effective in teaching writing narrative text, and (2) the response of the students to this technique. The research method used in this study was quasi-experimental and the sample was sixty ten-graders in one senior high school in Bandung. Based on data from pre-test, post-test and interview, clustering technique was effective in improving students’ score in writing narrative text. Also, students’ response to the technique was positive as clustering had several strengths though it had several weaknesses too. Keywords: Clustering technique, narrative text
THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION Sophia Fithri Al-Munawwarah
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This study aims to investigate the benefits of implementing cooperative learning with STAD technique in teaching reading comprehension and the students’ responses toward the implementation of STAD technique. This study was conducted based on the assumption that STAD technique can be a recommended technique in teaching English for EFL students (Wichadee, 2006). The study employed case study approachand the data were collected through observation, interview, written documents, and dependent t-test to gain relevant data.The research findings of this study discover six benefits of STAD technique, as follows: (1) engaging students in reading activity; (2) increasing students’ motivation to practice actively in the learning process; (3) helping students to solve their problems in comprehending the texts; (4) developing students’ social skill; (5) creating enjoyable learning atmosphere; and (6) enhancing students’ reading comprehension skills. In addition, the students’ responses toward the implementation of STAD technique in teaching reading were positive. Thus, it is recommended that STAD technique be implemented in teaching reading comprehension. Keywords:       Cooperative Learning, reading comprehension, STAD technique
THE USE OF MIND MAPPING TECHNIQUE IN WRITING DESCRIPTIVE TEXT Alma Prima Nurlaila
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This paper will discuss the result of a study on the effectiveness of mind mapping technique in teaching writing Descriptive texts to seventh-graders in a Junior High School in Bandung. This research used a mixed method between pre-experimental design particularly one group pretest-posttest design and questionnaire and interview techniques. The results indicate that there is a significant improvement in students’ writing ability, as can be seen from the results of the t-test, in that the  tobt is higher than the tcrit (7.821 2.021) at the level significance 0.05 (two-tailed). Furthermore, the results of questionnaires show that most students (86.1%) gave positive responses toward the use of mind mapping technique in writing Descriptive text. Finally, the results of interviews suggest that the students loved this technique because it successfully motivated them to write Descriptive texts in an enjoyable way,  to improve their writing Descriptive texts, to increase vocabulary and creativity, to arrange sentences and organize  ideas. It is then recommended that mind mapping technique be used in teaching writing in different text types and levels of scholing.  Keywods: Mind mapping technique, writing, descriptive texts
THE ANALYSIS OF TWO PRE-READING STRATEGIES: CONTEXTUAL REDEFINITION AND WORD LIST IN EFL LEARNERS’ READING COMPREHENSION Nika Asri
Journal of English and Education Vol 1, No 2 (2013)
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Abstract

This study aimed to examine which of the two pre-reading strategies, contextual redefinition or word list, is more effective for EFL learners’ reading comprehension. In addition, it was aimed at investigating students’ responses to the use of both strategies. The research design used in this study was counterbalanced. Two intact classes at eight-graders in a junior high school in Bandung were chosen based on the similarity of pre-test mean score. Both quantitative and qualitative methods were used in the process of collecting the data. The quantitative data were obtained from the post-tests. Moreover, qualitative data were gained from questionnaires and interview. The results of the study revealed that contextual redefinition was more effective to be used than word list as pre-reading strategy in reading comprehension. It can be seen from the mean score of the first and the second post-test. The mean score of the students who received contextual redefinition strategy outperformed the mean score of the students who experienced word list strategy (72.1361.47 and 76.5371.23). Moreover, the analysis showed that more than half students in group A (56%) and group B (55%) liked to use contextual redefinition better. This was due to the consideration that contextual redefinition could enhance new vocabularies, stimulate language schema, stimulate students’ interest to the words that will be studied, and help the students to decode the difficult terms. Although the findings revealed that students preferred to use contextual redefinition, it is interesting to note that significant number of students also acknowledge the importance of the use of word list as pre-reading strategy. In fact, the students in group A (44%) and group B (45%) argued that the use of word list as pre-reading strategy was easier than contextual redefinition. On the basis of the findings, it is recommended that teachers should benefit from a variety of pre-reading strategies, and one of the alternative pre-reading strategies in helping EFL learners’ reading comprehension is contextual redefinition. Keywords:Contextual Redefinition, Word List, EFL Learners, and Reading Comprehension
THE STUDENTS’ PERCEPTION ON SUMMARY WRITING AS A WAY TO LEARN GRAMMAR Rany Maltha Aida
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

The study is entitled the students’ perception on summary writing as a way to learn grammar. It is aimed to investigate the students’ opinion on summary writing as a way to learn grammar and their obstacles in the implementation. The data for this study were gained through qualitative method that used questionnaire and interview, and the respondents were first semester students who used summary writing as their learning activity. The study reveals that the students have positive perception on the use of summary writing, they were interested in the subject and give positive perceptions because the students agreed that the subject and summary writing gave so much knowledge and information that will be beneficial for them in the future. Meanwhile, it is also shown that students face some difficulties in writing the summary, such as difficult in understanding resource text, having lack of vocabulary, lack of grammar mastery also lack of idea to produce the summary. The result of the study is expected to give contribution in improving EFL teaching and learning activity, especially in learning grammar. Keywords: Students’ Perception, Summary Writing, Learning Grammar
STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT Linta Hayatunisa
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

This study investigates the effectiveness of Student Teams Achievement Divisions (STAD) technique, proposed by Slavin (2005) and his colleagues, in teaching writing Narrative text. This study also investigates students’ responses to see the potential of the technique to be applied in the classroom. The study employs a qualitative case study research design. The data were obtained from several sources, including questionnaire, classroom observation (teaching process), and collection of samples of students’ texts in every meeting, which were then analysed using systemic functional grammar (SFG) in terms of generic structures and linguistic features of Narrative text. The findings reveal that Student Teams Achievement Divisions (STAD) technique is effective in teaching writing Narrative text. Data from classroom observation and students’ texts show the improvement in students’ writing skill in writing narrative text. The students write a good narrative text with clear generic structures and appropriate linguistic features. Moreover, the data from the questionnaires shows some responses from the students toward STAD technique. Firstly, STAD technique is found to be helpful for the students academically and socially. Secondly, the technique is also proven to motivate the students to learn more. However, to some extended some students did not want to participate in the team because the higher achiever students tended to dominate more in the discussion.  Based on the findings, it is recommended that STAD technique should be used in teaching English, especially in teaching writing Narrative text. However, in order to achieve maximum benefits of the technique, it is suggested that some aspects of the technique should be improved, for example, the teacher needs a clearer guidance to be given to the students, the team should be shuffled, and the activity should be more varied. Keywords: STAD, Writing, Narrative Text 
THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS’ ABILITY IN WRITING A DESCRIPTIVE TEXT Retna Oktaviani Zahra
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

This research was aimed at investigating whether there is any improvement of students’ writing ability in writing a descriptive text by the implementation of Jigsaw technique and discover students’ response to the use of Jigsaw technique in teaching writing descriptive text. This research employed quantitative method in the forms of quasi-experimental design. This quantitative research involved two classes of tenth grade at one senior high school in West Bandung in which one class was assigned as the experimental group and the other one was assigned as the control group. The instruments used were pre-test, post-test, and questionnaire of attitudes towards the Jigsaw technique. The post-test scores of the two groups were compared by using Independent t-test. The results showed the significance value was lower than the significance level which was 0.043 0.05. It meant that the Jigsaw technique improved students’ ability in writing a descriptive text. Based on students’ attitudes toward the use of Jigsaw technique, the findings indicated that most of students rated the used technique moderately positive.  Nearly all of students agreed that Jigsaw technique is able to improve their writing skill, advance their grammatical mastery, increase their vocabulary mastery, expand their creative thinking, and improve their presentation skill as well as their confidence. Keywords: Jigsaw technique, cooperative learning, writing skill

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