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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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STUDENTS’ READING ANXIETY IN ENGLISH FOREIGN LANGUAGE CLASSROOM Jullia Aisyah
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

This research was conducted to investigate students’ reading anxiety in an EFL classroom in a junior high school. There were 33 students of a junior high school in Bandung who participated in this research. Utilizing, qualitative descriptive method, this research investigated the levels of students’ anxiety and the causes of students’ anxiety in English reading class. The data were collected using Foreign Language Reading Anxiety Scale (designed by Saito et al., 1999), a set of questionnaire (adopted from Ahmad et al. (2013)) and an interview to clarify the developed questionnaire. The research found that most of the students perceived anxiety in medium level (51,5%). The causes of students’ reading anxiety were based on then text feature including unknown vocabulary, which becomes the first rank of the causes anxiety followed by the unfamiliar topic, and the last is unfamiliar culture.  From personal factor it was found that fear of making error is the first rank followed by worry about reading.
THE USE OF SONG LYRICS IN TEACHING LISTENING (A Case Study of Junior High School Grade 8 in Bandung) Mellasari Hadian
Journal of English and Education Vol 3, No 1 (2015)
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Abstract

This research entitled The Use of Song Lyrics in Teaching Listening (A Case Study of Junior High School Grade 8 in Bandung) was aimed at investigating the students’ response toward the use of song lyrics during the teaching of listening, and the challenges faced by the teacher and students in using song lyrics in listening class. This research employed qualitative method by involving a case study in one of junior high school in Bandung. The data were obtained through classroom observation and questionnaire. The data from classroom observation were obtained from video recording, student’s checklist and teacher’s field notes during the teaching program. The data analysis were presented in a form of descriptive explanation, and then the data collected from questionnaire were analyzed and summarized by using the frequency table, represented in graphs, then described the phenomenon found. The findings of this study showed the use of song lyrics as an effective technique for teaching listening. Significantly, it can be seen that the students enjoyed their listening activity. As a result, they responded positively and enthusiastically to the lesson, and engaged easily in the whole learning process. 
THE CORRELATION BETWEEN STUDENTS’ SELF – ESTEEM AND THEIR ENGLISH SPEAKING COMPETENCIES (A Study of Eleventh Grade Students at a Public Senior High School in Cimahi) Wenni Wulandari Gustaman
Journal of English and Education Vol 3, No 2 (2015)
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Abstract

This study was intended to examine the correlation between students’ self – esteem and their English speaking competencies at a Senior High School in Cimahi. Sixty two students of eleventh grade were involved. The self – esteem questionnaire and the speaking test were given to the students to measure the level of their self – esteem and their English speaking competencies. The scores were calculated in IBM SPSS 22 to find out the correlation of the two variables. The findings showed there was a positive significant correlation between students’ self – esteem and their English speaking competencies at the moderate level. This study concluded that self – esteem is taken into consideration to students’ achievement in speaking English. 
AN ANALYSIS OF NARRATIVE TEXTS IN TEXTBOOKS USED BY EIGHTH GRADE STUDENTS (Systemic Functional Linguistics Perspective) Veronika Titin Suhartini
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

This paper entitled “Analysis of Narrative Texts in Textbooks Used by Eighth grade Students (Systemic Functional Linguistics Perspective)” is aimed to reveal to what extent Narrative texts in two selected English textbooks fulfill the criteria of Narrative text and to find out the similarities and differences of Narrative texts between two selected English textbooks. The study employed descriptive qualitative method. The data were in this study were six Narrative texts taken from two selected textbooks. The data analysis was done by investigating schematic structure, social purpose and linguistic features by using Transitivity system. The results of analysis show that in some extent (1) four out of six Narrative texts have fulfilled the schematic structure criteria namely Orientation, Complication, and Resolution; (2) five out of six Narrative texts fulfill the social purposes; and (3) six out of six Narrative texts fulfill the linguistic features. To sum up, Narrative texts in two textbooks are similar in terms of linguistic features and process types, whereas the differences were found in terms of social purpose and schematic structure. 
EXPLORING TEACHER’S SCAFFOLDING TO THE STUDENTS IN TEACHING WRITING Rohmat Kamil
Journal of English and Education Vol 5, No 2 (2017)
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Abstract

The research entitled “Exploring Teacher’s Scaffolding to Students in Teaching Writing” is focused at investigating teacher’s ways to provide Scaffolding and challenges of implementing Scaffolding in teaching writing Descriptive text to seventh grade students in Parongpong, West Java, Indonesia. The data were collected from classroom observation, field notes, and semi-structured interview. The data obtained were transcribed and analyzed by using curriculum cycles framework (Hammond, 2001; Gibbons, 2002; Emilia, 2010). Besides, the data were also examined based on Scaffolding types theories (Roehler Cantlon, 1997; Hammond, 2001; Gibbons, 2002; Walqui, 2006).  The results revealed that six types of Scaffolding were used by the teacher in teaching writing. The most intensive Scaffolding was given in Building the Field and Modeling stage of the curriculum cycle, and all Scaffolding was reduced in the Independent Writing stage. The results also showed various ways were used by teacher to provide Scaffolding; asking previous lesson, providing illustration, explaning Grammar and text structure, giving students chance to participate in learning process, reading text model, and providing supportive and corrective feedback towards students’ responses. Furthermore, some challenges faced by teacher in using Scaffolding were the amount of students, language intruction and time constraint.
THE CORRELATION OF PLAYING ROLE-PLAYING GAMES AND STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT Praditya Putra
Journal of English and Education Vol 2, No 2 (2014)
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Abstract

This research investigates the correlation of playing Role-Playing Games and students’ reading comprehension of narrative text. Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students’ frequency in playing role-playing game and their reading comprehension in narrative text. Creswell (2012, p. 338) states that correlation is a statistical test to determine the tendency or pattern between two variables or two sets of data to vary consistently. The result shows that the correlation degree between both variables is at the point of 0.687. It can be categorized as positive strong relationship, which means that students who play Role-Playing Games have a tendency to get higher score in reading comprehension of narrative text. From the findings, it is recommended that Role-Playing Games can be used as a media to teach narrative text to the students.
STUDENTS’ READING TECHNIQUES DIFFICULTIES IN RECOUNT TEXT Ayu Sonia Habibah Fisher
Journal of English and Education Vol 4, No 2 (2016)
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Abstract

This study aims to investigate the students’ reading techniques difficulties in recount text. The study is based on the theory proposed by Mikulecky and Jeffries (2004) regarding the reading techniques; previewing and predicting, scanning, skimming, summarizing and making inference. The study employed qualitative approach with a case study design. Fifteen students in the sixth semester of a state of University in Bandung were selected as the participants of the study. Reading test and semi-structured interview were used as the instruments. The data from the reading test in the form of students’ responses were analyzed based on the scoring guide of reading techniques (adapted from Mikulecky and Jeffries, 2004). The findings of the study indicated that the most difficult reading technique is making inference. It can be seen that 53% of the students get a lower score. Based on the findings, it is suggested that English teachers put a big concern in developing students in being a good reader and giving a guidance in practicing the techniques. 
TEACHING WRITING OF NARRATIVE TEXT THROUGH DIGITAL COMIC Fenti Susilawati
Journal of English and Education Vol 5, No 2 (2017)
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Abstract

This research was aimed to investigate the use of digital comic in helping senior high school students to write narrative text and to find out the students’ perception on the use of digital comic in teaching writing of narrative text. This research employed a quantitative method with a true experimental design. The sample of this research was the 10th-grade students at one senior high school in Garut. There were 71 students involved in this research; 36 of them belonged to experimental group and the rest were belonged to control group. Therefore, writing test and questionnaire were implemented as the research instrument in order to collect the data. Writing test of this research was implemented twice; first as a pretest and second as a posttest.  In addition, Sangkuriang and Timun Mas were chosen as the title of digital comic used in this research. The result of this research indicated that the use of digital comic as teaching media can improve students’ ability in writing narrative text. The result also revealed that the use of digital comic in teaching writing of narrative text has more advantages rather than the disadvantages. From this research, teachers are recommended to use digital comic in teaching writing of narrative text.
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION Gita Nurfadhilah
Journal of English and Education Vol 4, No 1 (2016)
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Abstract

The study aims to explore the metacognitive knowledge and regulation of students in senior high school. This study employed a case study design with 33 participants from a public senior high school in Bandung. The data that were obtained through questionnaire and interview. The findings showed that the students are aware of their cognition in reading process. Moreover, they also use all metacognitive regulation strategies in their reading activity although the frequency of metacognitive regulation usage varies. The students use comprehension monitoring the most in their reading activity. The finding also suggests that the least strategy used by the student is information management strategies (18% stated that they never regulate the information they read). The data from this study also show that there are differences of metacognition between high-, medium- and low-achiever students. The frequency of metacognitive regulation is higher in high- and medium- achiever students rather that low-achiever students. The low-achievers tend to focus on strategies when they face failure in comprehension while high- and medium-achievers maintain the use of strategies consistently from the planning stage before reading up to the evaluation stage after reading. 
THEMATIC PROGRESSION IN STUDENTS’ HORTATORY EXPOSITION TEXTS Suci Nur Asyifa Yuniawati; Sudarsono M. Ihrom; Fazri Nur Yusuf
Journal of English and Education Vol 5, No 1 (2017)
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This study focused on the investigation of theme and theme progression in students’ hortatory exposition text. This study employed a descriptive qualitative design. The data were twelve hortatory exposition texts written by eleventh grade students from one public school in Kabupaten Bandung. The texts were analysed by analysing the schematic structure and theme system derived from Systemic Functional Linguistics proposed by Halliday (1985). This study revealed that almost all the students’ texts had fulfilled its schematic structure of hortatory exposition text. In addition, students employed various textual strategies in organizing an exposition text as seen from the application of various theme choices such as marked and unmarked topical theme, interpersonal theme to make their texts coherent. In terms of theme progression, the students seemed to make the text clear and focus, so they manipulated the theme reiteration pattern dominantly. Based on the findings, it is recommended that theme and theme progression analysis can be applied in language studies to gain a better control of text organization and development. It is also suggested that further researcher can investigate the other texts or analyse the text beyond the theme system.

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