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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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AN ANALYSIS OF ENGLISH-INDONESIAN Translation Quality on Twitter Web Pages Muhammad Awaluddin Kamil
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

This paper finds out the readers’ responses towards the quality of the translation in Twitter Web pages. A qualitative case study was employed in gaining the results of the study (Baxter and Jack, 2008; McMillan and Schumacher, 2003, cited in Syamsudin and Damayanti, 2007). The data were gained from the analysis of the translation quality supported by the translation procedures and an interview to five English students majoring Translation. The interview is intended to get which pages which are mostly visited by them and the opinions on the translation quality supporting the translation procedures theories. This study finds out that there are 170 phrases from 22 selected Twitter Web pages which were gained from the interviewees’ responses. The good characteristics of translation are achieved since the clarity and naturalness of the TL are maintained despite several improper translations. This research is expected that the translators, in relation to the characteristics of good translation, should create and choose natural and clear translation to achieve the goals to attain the real message of the text. Keywords: Translation, Translation Procedures, Twitter, Translation Quality
STUDENTS’ RESPONSES TOWARD THE IMPLEMENTATION OF THEME-BASED TEACHING IN EYL CLASS Risma Rahmawati
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

This paper presents to report the research that was conducted to find out what the students’ responses were toward the activities presented in the classroom as the implementation of Theme-Based Teaching. This research was carried out to the third graders in one primary school in Bandung. Action research was conducted by managing classroom observation and interview to collect the data. Based on the research findings, it is revealed that the students responded to the reading activities presented in the classroom positively by actively participating in each activity. In accordance with the findings, it is suggested that teacher take into account the implementation of Theme-Based Teaching in teaching young learners since it leads to the positive response from the students. Keywords: Theme-Based Teaching, response, action research
AN ANALYSIS OF TRANSLATING PROCEDURES ON SONY ERICSSON LIVE WITH WALKMAN SERIES STARTUP GUIDE Naufal Purnama Satriadi
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

The present research entitled Analysis of Translating Procedures on Sony Ericsson Live with Walkman Series Startup Guide aims at analyzing the translation procedures and determining the translation quality of Sony Ericsson Live with Walkman Startup Guide. A qualitative descriptive method was employed to analyze the data by referring to two theories of translating procedures proposed by Newmark (1988) and Vinay Darbelnet (2000) and a number of theories of quality of translation: Barnwell (1980, in Larson 1984), Larson (1984), etc. The result of data analysis shows that there are six translation procedures found in the text: Borrowing or Transference (54 items or 27%), Calque or Through Translation (12 items or 6%), Literal or Word for Word Translation (31 items or 15.5%), Transposition (42 items or 21%), Adaptation or Naturalization (43 items or 21.5%), and Reduction (18 items or 9%). Moreover, the data analysis result also reveals that the quality of translation is good based on the percentages of acceptable translation (94%) and unacceptable translation (6%). In the words level there are 76 acceptable items and 10 unacceptable items. Next, in the phrases level there are 60 acceptable items and 2 unacceptable items. Then, in the sentences level there are 52 acceptable items and no unacceptable items. Furthermore, the total acceptable items in the text are 188 items (76 words, 60 phrases, and 52 sentences) or 94 % from 200 items and for the unacceptable items there are 12 items (10 words, 2 phrases, and 0 sentences) or 6% from 200 items. Keywords: Translation procedures, Translation quality
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS Septi Sesiorina
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

Lesson plan is an important part of instruction which consists of some aspects (Goals, Objectives, Activities, Media, and Assessments). This paper reports the investigation of the aspects taken in the lesson plan in implementing Theme-Based instruction. As many as 15 lesson plans, written by two English teachers in primary school, were analyzed using qualitative method and descriptive case study as its framework. The data were obtained from document analysis. Theories from Cameron (2001), Moon (2000), Brown (2001), and Richards (2001) were adapted in analyzing the documents. The results showed that the lesson plans contained the necessary aspects, and the activities resembled Theme-Based instruction. However, improvements are needed in composing Behavioral Objectives, encouraging students’ responsibility, and producing learning outcomes.  Keywords: lesson plan, theme-based, young learners
FORMS OF LEARNING SUPPORT PROVIDED BY IMPLEMENTING ON-GOING ASSESSMENT IN AN EYL CLASS Amy Kustina
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

This paper reports the presence of learning support provided by on-going assessment in an EYL class. This study involved 31 of third grade students in an elementary school in Bandung. Moreover, this study employed Classroom Action Research and conducted observation and document analysis in the process of collecting the data. The results showed that on-going assessment provided learning supports in the forms of the use of models of language use, building students’ motivation (intrinsically and extrinsically) and building student’ autonomy and responsibility for their further learning. In this case, selecting varied materials and forms of assessments that suit to young learners was the main aspects to consider in implementing on-going assessment in an EYL class. Keywords: on-going assessment, English for Young Learners (EYL)
GAMES AS WARMING UP ACTIVITIES IN YOUNG LEARNERS’ CLASSROOMS AT AN ENGLISH COURSE Noviani Aisyatin
Journal of English and Education Vol 2, No 1 (2014)
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Abstract

The present research aimed at investigating types of games used by a teacher as warming-up activities in young learners’ classrooms. The research involved a teacher of an English course and her young learner students. The data were collected by using observation and interview. The collected data were analyzed by using qualitative method. According to the result of data collection and data analysis, it was found that the teacher applied some types of games proposed by Hadfield (2001) and Evans (1979) as warming-up activities. It is recommended that English teachers apply games as warming-up activities in young learners’ classrooms since games are fun for children and help both students and teachers in teaching learning process. Keywords: Young Learners, Games, Warming-Up Activities
THE IMPLEMENTATION OF THEME-BASED TEACHING TO IMPROVE STUDENTS’ SPEAKING SKILL Fitria Lathufirdaush
Journal of English and Education Vol 2, No 1 (2014)
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This article is based on the study conducted in July and August 2013 to identify the improvement of young learners’ speaking skill based on the implementation of Theme-Based Teaching. The study was conducted by using classroom action research design which involved 32 second graders of an Elementary School in Bandung. Furthermore, the data were gathered through speaking assessments and interview. The findings revealed that there was improvement in the students’ speaking skill which covered some aspects, including vocabulary, pronunciation and grammar. This article concludes by reviewing the result of the research and some activities that can be used in improving students’ speaking skill. Keywords: young learners, Elementary School, speaking skill, Theme-Based Teaching
STUDENT TEACHERS’ CHALLENGES IN DEVELOPING TEACHING MATERIALS DURING TEACHING PRACTICUM IN VOCATIONAL SCHOOL Dian Rahayuningsih
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

Teaching practicum is an essential time for pre service teacher in practicing their teaching skills. It shows the student teachers ability in applying the knowledge that they have learned from the college to the real school and social environments. This study aimed to investigate the student teachers challenges in developing teaching materials during teaching practicum in vocational school and how they overcome the problems. Qualitative approach was employed in this research to understand, describe and explain beliefs, behaviors and meaning in context-specific settings (Wu Volker, 2009) and case study used to capture the complexity of a single case (Johansson, 2003). The participants of this study were two English student teachers enrolled in teaching practicum in the eighth semester of the academic year 2015/2016. The data were collected through in-depth interview related to student teachers teaching experience in developing teaching materials in vocational school. The findings of the study revealed that the challenges faced by student teachers in developing material include (1) the lack of student teachers knowledge on students’ field, (2) the lack of supervisi 
SCIENTIFIC APPROACH: AN ENGLISH LEARNING-TEACHING (ELT) APPROACH IN THE 2013 CURRICULUM Intan Siti Nugraha; Didi Suherdi
Journal of English and Education Vol 5, No 2 (2017)
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The primary focus of the study entitled Scientific Approach: An English Learning-Teaching (ELT) Approach In The 2013 Curriculum (A Descriptive Study of Teacher in One Junior High School in Bandung) is to investigate the practice of a teacher implementing scientific approach in English learning-teaching in one junior high school in Bandung and reveal the difficulties encountered by the teacher in the process. In particular, this study portrays the occurrence of activities and the quality of the teaching process through pedagogical microscope. This study employs a descriptive-qualitative research design. The data were procured from classroom observation, teacher’s lesson plan analysis and interview. Those data were analyzed by Pedagogical Microscope instrument (Suherdi, 2009). The findings show to some extents. First, the finding shows that all the five stages of scientific approach were completely executed in four meetings of delivering one material or one Basic Competence (KD) eventhough the five stages were not always conducted in every meeting which was different from lesson plan made. The teacher provided plenty activities in each stage. Scientific approach implemented by the teacher could engage students in active learning activities and develop various students’ contributions. The ways the teacher led the active learning activities and students’ contributions were varied depending on the stages. Scientific approach implemented successfully fostered students’ critical thinking and developed high-thinking level of students’ learning behaviour. Second, the difficulties encountered by the teacher during implementation were the problem on the students with low English proficiency, time allotment, and the teacher’s teaching management.
TEACHER’S WAY TO FOSTER CRITICAL THINKING IN THE CLASSROOM (A Case Study of a Senior High School in Bandung) Ni Putu Ayu Nopta Apsari
Journal of English and Education Vol 4, No 1 (2016)
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This study describes the way teacher fosters critical thinking in the classroom when teaching argumentative essay at Senior High School level. It aims to understand and describe the way teacher fosters critical thinking in the classroom when teaching argumentative genre at the Senior High School level. A qualitative case study was employed as a research design in this study. The data were collected through several instruments namely observation and interview which were then analysed using the theory of critical thinking approach by Ennis (1992 as in Emilia, 2005), teaching stages suggested by Emilia (2005) and the critical thinking cues instruction suggested by Paul Elder (2007) and Bloom (1956). The result of the study revealed that approach used by the teacher to foster critical thinking in students is infusion approach. Furthermore, the teacher only provides three of four teaching stages suggested by Emilia (2005). The teacher had infused critical thinking in the classroom mainly through question-answer process or from her instruction when teaching argumentative essay. The teacher only provide three categories of Paul Elder’s (2007) critical instruction and four categories of Bloom’s (1956) critical cues. 

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