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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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THEME-BASED TEACHING IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS Nida Mujahidah Fathimah
Journal of English and Education Vol 2, No 2 (2014)
Publisher : Journal of English and Education

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Abstract

This present study tries to investigate the students’ responses towards theme-based teaching in teaching English vocabulary. This study involved 32 students in the fifth grade of one primary school in Bandung. The methodology used in this study was classroom action research by conducting observation through field notes and questionnaire as the instruments. The findings of this study revealed that students’ responses were highly positive towards the implementation of theme-based teaching. It was shown that theme-based teaching could enhance students’ interest in learning process that was supported by the themes chosen. Moreover, the students also argued that theme-based teaching could improve their vocabulary. 
STUDENTS’ PERCEPTION OF TEACHER’S BILINGUAL LANGUAGE USE IN AN ENGLISH CLASSROOM Yusi Nursanti
Journal of English and Education Vol 4, No 1 (2016)
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Abstract

This study aims to investigate the perception of students toward the use of two languages of instruction (English and Indonesian) by the teacher in an English classroom and to find out its benefits for students in learning English. This study employed qualitative approach as a basic framework of study with a case study method. The participants of this study were 50 students of 7th grade at a junior high school in Bandung Regency. The data from questionnaire were analysed based on Likert scale by Ockert (2005) for investigating students’ perception and semi-structured interview by Fraenkel and Wallen (2012) for finding the benefits of teacher’s bilingual language use for students in learning English. This study reveals that (1) students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom; (2) there are six benefits of teacher’s bilingual language use for students in learning English; making them easy to understand what the teacher explained in English lesson, feel comfortable during the class, easy to understand new vocabularies in English, help them to do exercises, help them to ask and answer something during the class, and help them to read something in English correctly. Hopefully, the findings would give a great contribution to the enrichment of the best classroom language instruction should be used by the teacher in an English language learning classroom especially for teaching the students at low level of English proficiency and where English is existed as a foreign language (EFL). 
EMBEDDING CRITICAL THINKING THROUGH CRITICAL READING: TEACHING NARRATIVE TEXT IN JUNIOR HIGH SCHOOL Ajeng Meidina Fadhillah
Journal of English and Education Vol 5, No 2 (2017)
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This article reports a research on embedding critical thinking through critical reading in teaching narrative text to junior high school students. The research was aimed to find out whether or not critical reading strategies can improve students’ critical thinking skills and how critical reading strategies help students to think critically in reading narrative text. Thirty five of eight graders in one of junior high schools in West Bandung were involved in this study. This study employed mixed methods as the methodology. The data were gained through pre-test, post-test, classroom observation and interview. The findings revealed that there were 18 of 35 students (51%) who made a high improvement of their critical thinking skills. It means that critical reading strategies were considered could improve students’ critical thinking skills in reading narrative text. In addition, the five critical reading strategies as proposed by Sousa (2004) and Winston Salem State University (2013) namely previewing, outlining and summarizing, reflecting and evaluating were proven to have its own role in fostering students’ critical thinking skills. Moreover, students critical thinking evolvement were investigated and listed from the most evident to the least evident; 1) reasoning, 2) predicting, 3) recognising context and 4) questioning.
TRANSITIVITY ANALYSIS OF TENTH GRADE STUDENTS’ RECOUNT TEXTS Dessy Senjawati
Journal of English and Education Vol 4, No 1 (2016)
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Abstract

The focus of this study is to investigate the students’ recount texts based on its criteria and to investigate the students’ problems in writing the texts. This research employed qualitative research design with a case study approach. The data were six pieces of recount text written by tenth grade students of private school in Bandung. It is different from other previous studies which took the data on students’ first texts. In this research, the students were assigned to write three drafts with two times feedback from the teacher, then their final texts were used as the main data. The data analysis was carried out by identifying the students’ recount texts in terms of purpose, linguistic features (using Transitivity system), schematic structure of recount text criteria and also the students’ problems in writing the texts. The findings show that all students were aware about the social purpose of recount text and how recount text should be written based on its criteria, appropriate schematic sructure and linguistic features. Moreover, the students’ texts consist of material, mental, relational, verbal and existential processes which fulfill the criteria of recount text’s linguistic features. However, the fulfillment of recount text’s criteria was still inadequate for some students. Some students still faced some problems, especially grammatical structure. Moreover, the result of problem analysis shows that there are three most frequent grammatical mistakes in students’ texts: plural, past tense and article. Therefore, teachers should be more aware in students’ problems in writing and also should help the students to enhance their writing skills. 
THE USE OF FAIRYTALE FILMS IN TEACHING NARRATIVE WRITING Fauzia Rachmawati
Journal of English and Education Vol 5, No 1 (2017)
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Abstract

This study entitled “The Use of Fairytale Films in Teaching Narrative Writing” was aimed to know whether or not the use of fairytale films can help the students improve their writing and to find out their responses to the teaching program. This study employed a quasi-experimental research design in which two classes of grade eight students in one junior high school in Bandung were chosen as experimental group and control group. Two types of test (pretest and posttest) and questionnaire were used as data collection techniques. Utilizing Jacob’s scoring rubric (1981), the students’ tests were graded and calculated using IBM SPSS 17.0. The result revealed that the experimental group that was given fairytale films shows significant improvement compared to the control group. The result from the questionnaire also showed that the students displayed excitement in learning when the treatment was given.
A TEXTBOOK ANALYSIS : AN IN-DEPTH ANALYSIS OF ACTIVITIES IN SCIENTIFIC APPROACH’S PERSPECTIVE IN AN EFL TEXTBOOK FOR SEVENTH GRADE Ni’mal Fuyudloturromaniyyah
Journal of English and Education Vol 3, No 2 (2015)
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The need for teachers to analyze whether the textbook used applies learning approach demanded by the curriculum starts to raise. Therefore, this study aims to find out to what extent the activities given in the textbook follow the scientific approach in its design. This study belonged to descriptive evaluative method through content analysis. The main data were three chapters of the selected textbook. The texts were analyzed by using Task Analysis Sheet (TAS) adapted from Littlejohn (1998, in Tomlinson, 2011) rated by two experienced English teachers. The findings showed that in terms of physical appearence and types of activities the textbook was attractive since it is printed full color filled with pictures, illustration, various activities, songs, and games. However, the activities did not fully apply scientific approach as demanded by Curriculum 2013 since the five scientific learning activities were not evenly distributed. Questioning and Communicating activities existence were superior with 61% and 52% compared to Observing, Collecting information, and Associating ones with 22%, 14%, and 19% respectively.Therefore, considering the findings, it is suggested that the teachers should be always well prepared facing curriculum including the learning approach and textbooks changes by time goes by. Thus, they should be critical and creative once they found the lack of textbook provided by the government. 
PATTERNS OF TEACHER – STUDENTS INTERACTION A Case Study of Classroom Interaction in Eleventh Grade of Senior High School in Cimahi Anisah Rizkiani Amin
Journal of English and Education Vol 3, No 1 (2015)
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This paper presents the results of an investigation of teacher –students interaction (classroom interaction) patterns and the influence of Teacher Talk  to the classroom interaction patterns in Eleventh grade of Senior High School in Cimahi. The data were analyzed by using Suherdi’s (2010) framework as a part of classroom discourse analysis (CLDA) and Foreign Language Interaction Analysis (FLINT) system as proposed by Moskowitz (1971). The findings show that there are various types of classroom interaction patterns occur in the classroom. From those various patterns, simple non –anomalous K1 –initiated patterns dominate the interaction between teacher and students in the classroom. Whereas, the dominant categories of Teacher Talk are giving information and asking questions. Moreover, the occurance of classroom interaction patterns are related to the dominance of Teacher Talk which includes the types of questions given during the lesson.
THE USE OF VIDEO IN TEACHING ENGLISH SPEAKING (A Quasi-Experimental Research in Senior High School in Sukabumi) Muchamad Iqbal Ali Akbar Hakim
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

Speaking skill is one of the four language skills that should be mastered by, in this case, students to be able to communicate with their surroundings. However, there are some difficulties for teachers to ask or to stimulate students to speak in English. It is very important for English teachers to use interesting media especially the ones that give context to the students in the learning process such as videos. This study aims to find out the effectiveness of video to improve students’ speaking ability and to investigate the most improved aspect of speaking by video. The study was conducted in one of Senior High Schools in Sukabumi. A quasi-experimental design was employed for this study. The study involved two classes of eleventh grader which were divided into two groups; experimental group and control group. Data were collected through pretest and posttest. The data were analyzed by using Statistical Product and Service Solutions (SPSS) 18 for Windows. The calculation result of independent t-test on posttest scores showed that the significance value was lower than 0.05 (0.000 0.05) which means the video treatment had improved the students’ speaking ability. In line with the result, the calculation of effect size also showed that video improved the students’ speaking ability by the score of effect size in large level (0.697). Furthermore, the use of video in teaching speaking also solved one of the hardest aspects of speaking for students: pronunciation. It is showed by the result between pretest score means and posttest score means from each aspect and pronunciation had biggest improvement with 0.67 difference from pretest to posttest. For that reasons it is highly recommended that teachers use video as media to teach speaking in classroom. 
TEACHING GOOD CHARACTER IN A NARRATIVE TEXT THROUGH STORYTELLING Maidhina Keisha Rahasya
Journal of English and Education Vol 5, No 2 (2017)
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This research paper entitled “Teaching Good Character in a Narrative Text through Storytelling” was aimed at discovering the teaching of good character of respect in a narrative text through storytelling and the students’ responses to the teaching of good character of respect in a narrative text through storytelling. The good character was respect and the story used in this research entitled “Gilbert the Goat Learns Respect” was produced by MyYoungChild.org in 2012. The eighth grade students became the participant of this research and to collect and identify the data, qualitative method was applied equipped with descriptive analysis with observation, questionnaire and document analysis as the instrument of the research. The result of the study showed that the teaching of good character of respect in a narrative text is taught through storytelling relatively faithful to the framework of Ellis and Brewster (1991) that have three steps namely pre-storytelling step, during storytelling step and after storytelling step. Some activities in each step also help the students in learning good character of respect.  From this teaching, the students were able to make a reflection from the story and showed their behavior of being respectful through the reflection. For the responses, almost all of the students showed positive responses to the help of storytelling in teaching good character of respect in a narrative text through storytelling. This model of teaching is handy for teacher to teach good character of respect in a narrative through storytelling in more well-prepared method.
GRAMMATICAL METAPHOR AS FRAMEWORK ANALYSIS OF STUDENTS’ TRANSLATION OF DICSUSSION TEXT (A CASE STUDY OF ENGLISH DEPARTMENT’S STUDENTS IN PUBLIC UNIVERSITY INDONESIA UNIVERSITY OF EDUCATION) Restu Surya Dinagara
Journal of English and Education Vol 4, No 1 (2016)
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Abstract

This study focuses on investigating the procedures and methods of translating grammatical metaphors, introduced by Halliday (1985) and developed by Taverniers and Ravelli (2003), in students’ translation. This study was conducted in Indonesia University of Education, Bandung, taking six fifth semester students as the participants. In order to answer the research questions, this study employs a descriptive qualitative case study. The data were obtained from the collection of students’ translation of a discussion text from particular news website. The findings indicated that the translators need improvement in translating grammatical metaphors in terms of understanding the classification of metaphors, the congruent forms of metaphors, and relevant procedures of translating. Based on the text analysis, the students experienced some difficulties in translating grammatical metaphors in terms of adapting proper methods which led to mistranslating. Nevertheless, the translation produced by some students show relevant and equivalent translation. Thus, the translators need be taught explicitly about the grammatical metaphors and methods and procedures to translate the grammatical metaphors in order to produce relevant, equivalent, accurate, and faithful translation. 

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