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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 TALK AND LEARNING OPPORTUNITIES (A Case Study of a Pre-Service Teacher in EFL Classroom) Juliantika Widya
Journal of English and Education Vol 3, No 2 (2015)
Publisher : Journal of English and Education

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Abstract

The background of this research stemmed from the issue of significant role of teacher talk in promoting students’ learning opportunities. It was found how teacher interruptions made students had fewer learning opportunities as the teacher became dominant and took over the discussion. Thus, this research was intended to investigate the types of teacher talk produced and its influence towards students’ learning opportunities. The research was conducted in an EFL classroom of one public junior high school in Bandung by involving a pre-service teacher as the participant. The research employed a qualitative case study design in which the data were collected through video-taping, field notes, and teacher talk checklist. The analysis of the teacher talk employed the CA (Conversation Analysis) methodology while the influence of teacher talk was analyzed from field notes transcription. The research found that the most frequent type of teacher talk occurred was construction type which increased the learning opportunities for students. Further analysis on the influence of the teacher talk showed how teacher’s ability to manage the classroom and develop a good relationship through controlling the teacher talk had successfully maintained the flow of interaction in the classroom. 
THE USE OF RECIPROCAL TEACHING PROCEDURE IN TEACHING NARRATIVE TEXTS TO IMPROVE STUDENTS’ READING COMPREHENSION Rizki Maulana Sahab
Journal of English and Education Vol 2, No 2 (2014)
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Abstract

This study was aimed at investigating the implementation of Reciprocal Teaching Procedure (RTP) to improve students’ reading comprehension and finding out the students’ responses toward this method. Reciprocal Teaching Procedure is one of the teaching extensive reading methods that include four strategies: predicting, clarifying, summarizing, and questioning. The quasi-experimental design was utilized in order to collect the data, in which two classes were taken as the samples of this study. The data were collected through pre-test and post-test which were analyzed by using SPSS 20 and ANATES v5 for Windows. The data analysis of the independent t-test showed that there was a significant difference between the post-test means of the control group and the experimental group. Moreover, the data analysis of the dependent t-test showed that there was an improvement of the experimental group’s scores in post-test. Therefore, it could be said that the use of Reciprocal Teaching Procedure was considered effective in improving the students’ reading comprehension. Furthermore, based on the findings of the questionnaire, Reciprocal Teaching Procedure has lots of benefit in teaching reading, such as helping the students to comprehend the text easily, encouraging the students to be more active and communicative in every activity, and improving students’ interest in reading. Thus, it could be concluded that the students’ responses toward the application of Reciprocal Teaching Procedure were positive.
AN INVESTIGATION OF ENGLISH TEACHING STRATEGIES IN ENHANCING STUDENTS’ VOCABULARY IMPLEMENTED BY A PRE-SERVICE ENGLISH TEACHER Fatah Huda
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

The need to teach English language appropriately in particular is a challenge for all the teachers in Indonesia. Today, it has become obligatory for the teachers to rethink and renovate their teaching strategies with the changing times. Since there has been a continuous transformation in the teaching methods and techniques all over the world in every subject, methods and techniques for teaching vocabulary need desirable innovation to fulfill students’ need of vocabulary learning. This research was aimed to investigate the strategies used by a pre-service teacher to improve students’ vocabulary and students’ responses toward the teacher’s strategies. A qualitative approach with case study design with a pre-service English teacher was used and 35 students in one junior high school participated in this study. The data were collected through observations, interview, and questionnaire. The results showed that the teacher used varieties of techniques in numerous methods as his teaching strategies, such as Contextual Teaching and Learning with neighborhood walk, Silent way with pictures and crosswords puzzle, and Total Physical Response with gamification, to enhance students’ vocabulary. The srategies are proven to be appropriate to be implemented in the classroom and leads to the vocabulary collection improvement for most students in the classroom. 
STUDENTS’ ATTITUDES TOWARDS THE USE OF AUTHENTIC MATERIALS IN EFL CLASSROOM Harini Sugirezki Sujono
Journal of English and Education Vol 5, No 2 (2017)
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Abstract

This present study was aimed at discovering students’ attitudes towards the use of authentic materials in EFL classroom, students’ difficulties in dealing with authentic materials, and students’ favorable authentic materials. There were 34 of the eighth-grade students in Bandung participated in this research. The data were attained through students’ questionnaires, students’ interviews, and classroom observation. The mean score of students’ questionnaire result was 51.09. It indicates that students’ attitudes towards the use of authentic materials are positive. This result was also supported by the two observers involved in this study who agreed that authentic materials could give positive impacts on all students’ element of attitudes which are cognitive, affective, and behavioral elements. Then, according to the result of students’ interview, there were five difficulties that students encountered when dealing with authentic materials: unfamiliar vocabularies appeared in authentic materials, advanced speaking fluency and intonation, low-quality of authentic materials, students’ low self-confidences, and unfamiliar authentic materials. The last, from twenty kinds of authentic materials listed in the questionnaire, songs and movies were considered as the most favorable authentic materials for EFL students.
A SYSTEMIC FUNCTIONAL LINGUISTICS (SFL) ANALYSIS OF EXPOSITION TEXTS AS TEACHING MATERIALS WRITTEN BY PRE-SERVICE TEACHERS R. Winda Herdisa Dewi
Journal of English and Education Vol 4, No 1 (2016)
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Abstract

The research is entitled A Systemic Functional Linguistics (SFL) Analysis of Exposition Texts as Teaching Materials Written by Pre-Service Teachers. This research aims at observing the teachers’ Subject Matter Knowledge competence by analyzing the coherence of analytical exposition texts written by three English pre- service teachers in a senior high school in terms of their schematic structure and theme system. To accomplish this aim, a qualitative research study design involving text analysis and interviews was conducted. It is found out that the pre-service teachers were able to make coherent text seen from Theme and Thematic Progression. Meanwhile, the results from interviews showed that they encountered the challenges. The first challenge was to make the text more relevant and coherent. That is, the main argument must be supported by the arguments which were written by the pre-service teachers. The second challenge was to distinguish between censorship and professional. Based on five categories as proposed by National Council of Teacher of English (2014), there was one category which could not be fulfilled by one pre-service teacher. From the analysis of interview, nonetheless the texts written by pre-service teachers seemed to generally reflect 
A CASE STUDY OF USING SONGS IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS Dwi Ma’rifat
Journal of English and Education Vol 5, No 1 (2017)
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Abstract

The research was an attempted to investigate the song-based activities and stages in teaching English vocabulary through song. Furthermore, it was intended to find out students’ responses towards the use of song in learning English vocabulary. This study was qualitative in nature and used a case study as its research design. Furthermore, this study employed three instruments in obtaining the data namely observation, interview and written documents. The participants of this study were twenty students of grade one in one private elementary school in Bandung. The results showed that there were four stages implemented by the teacher: opening, main, follow up and closing stage. In addition, the students showed positive response towards the used of song in learning English vocabulary. The students felt happy and enjoyed during the teaching learning process. Also, by using song, it aided them in understanding English vocabulary even better.
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN IMPROVING STUDENTS’ READING SKILL IN PROCEDURAL TEXT (A Quasi-Experimental Study of the Second Grade Students at One Vocational School in Bandung) Khaefiatunnisa Khaefiatunnisa
Journal of English and Education Vol 3, No 1 (2015)
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Abstract

This study aimed to investigate the effectiveness of Contextual Teaching and Learning (CTL) approach in improving students’ reading skill in procedural text and to find out the students’ responses toward the use of CTL in learning process. The quasi experimental design was employed in this study involving two classes which were assigned as experimental and control groups. The data were collected through pretest, posttest, and interview. The data from pretest and posttest were analyzed by using SPSS to examine the effectiveness of CTL approach in improving students’ reading skill in procedural text, while the interview data were analyzed to find out the students’ responses toward the use of CTL in learning process. The findings obtained from statistical computation showed that CTL approach could improve students’ reading skill in procedural texts. In addition, the interview data showed that the use of CTL motivated students to learn and helped the students to understand the materials. Based on these findings, it is recommended that CTL approach is implemented in teaching reading procedural text.
THE EFFECT OF L1 MULTIPLE-CHOICE GLOSSES ON READING COMPREHENSION OF NARRATIVE TEXTS (An Ex-post Facto Study in 9th Grade Students at a Junior High School in Kabupaten Bandung) Try Ayu Nuralam Setiawan
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

The lack of vocabulary is one of the problems that is mostly encountered by students while reading. L1 MCG is one of the solutions to facilitate students in understanding some vocabulary while reading. The purpose of the research is to find out the use of L1 MCG on reading comprehension and to investigate students’ opinion on L1 MCG in the text. Employing ex-post facto design, this study involved 92 ninth graders in a junior high school at Kabupaten Bandung to accomplish two tests namely grouping test and performance test. A grouping test is to classify students into two groups that are L1 MCG group and no gloss group based on students’ ranking score. A performance test is to emphasize the difference in students’ reading comprehension of L1 MCG group and no gloss group. The questionnaires were distributed to collect students’ opinion in L1 MCG group. The result of the research showed that the scores of L1 MCG group was higher than no gloss group and the students suggested that L1 MCG has facilitated their reading comprehension, has motivated them to read. They agreed with using L1 MCG as media on learning activity. Finally, L1 MCG is suggested to facilitate students in understanding the text while reading. 
THE ATTRIBUTION ON STUDENTS’ SPEAKING ANXIETY IN EFL CLASSROOM Syamsin Nurussalam Abdul Mahpudilah
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

Anxiety has been considered as negative influence in learning a language. In speaking, it is also reported to be debilitating for the students’ performance and achievement. This study examined the attribution of students’ speaking anxiety in EFL speaking class. The attribution itself refers to explanation or reason someone made toward an event or experience happened to them in the past. Descriptive qualitative case study design were employed. The participants were twenty nine students of EFL program in a University in Bandung, West Java. The participants were categorized based on their anxiety level by using Foreign Language Classroom Anxiety Scale (FLCAS). Mostly, the students were in mildly anxious level. Only nine anxious students were found and became the focus of the research. They were administered an open-ended questionnaire contained 3 item questions. The result of the study was shown that anxious students of EFL speaking class proposed lack of confidence as major attribution. The co-related attribution were also commonly mentioned: grammar mastery; and negative encouragement from friends; were also related to lack of confidence, which all of them tend to blame for the students themselves. It is suggested for the student to do a self-assessing activity which help them know their own skill, so they can have more confidence. It is also suggested for the lecturer to build good connection with the students in order to help them maintain their anxieties. 
IMPLEMENTING WORD WALL STRATEGY IN TEACHING WRITING DESCRIPTIVE TEXT FOR JUNIOR HIGH SCHOOL STUDENTS Ratu Sartika
Journal of English and Education Vol 5, No 2 (2017)
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Abstract

The research was aimed at investigating the use of Word Wall Strategy in helping junior high school students learn writing descriptive texts and students’ opinions toward the implementation of Word Wall Strategy in teaching writing descriptive text.  The descriptive qualitative method was employed in this study.  The data were obtained through observation, questionnaire, and document as the instruments of the research. The use of Word Wall as the strategy in teaching writing a descriptive text was helpful for junior high school students by facilitating teacher and students to carry out all of the steps in implementing Word Wall Strategy proposed by expert. The result also displayed that Word Wall Strategy have important roles in helping students learn to write a descriptive text with more than 50% responses were positive regarding the students’ responses to the use of Word Wall. In the end, based on the result of the study, delivering Word Wall strategy is recommended to be implemented in junior high school’s classroom.

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