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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017" : 8 Documents clear
IMPROVING STUDENTS’ WRITING SKILLS OF RECOUNT TEXT BY APPLYING TRANSITION-ACTION-DETAILS (TAD) STRATEGY arief muhsin
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.2430

Abstract

ABSTRACT This research aimed to explain how the use of the Transition-Action-Details (TAD, hereafter) Strategy improved students’ skills in writing Recount Text dealing with the content of writing. It also aimed to explain how the TAD Strategy improved students’ skills in writing Recount Text dealing with the organization of writing. Employing CAR as the reseaech design, the research findings indicate that TAD Strategy improves students’ writing skills of Recount Text. It was proven by the writing Recount Text of the students’ mean score in cycle 2 test result (78.95). This improved from the cycle 1 mean score (68.95). It improved significantly from diagnostic test (D – test) mean score (61.04). The writing Recount Text of the students’ achievement in cycle 2 indicated that it had met the score target (70.00), and considered to be successful criteria in improving the writing Recount Text through TAD Strategy. Based on the findings above, the author concluded that using TAD Strategy could improve the writing Recount Text of the students.   ABSTRAK Penelitian ini bertujuan untuk menjelaskan bagaimana penggunaan Strategi Transisi-Aksi-Detail (TAD, selanjutnya) Strategi meningkatkan keterampilan siswa dalam menulis Recount Text yang berhubungan dengan isi tulisan. Ini juga bertujuan untuk menjelaskan bagaimana Strategi TAD meningkatkan keterampilan siswa dalam menulis Recount Text yang berhubungan dengan organisasi penulisan. Temuan penelitian menunjukkan bahwa TAD Strategy meningkatkan keterampilan menulis siswa dari Recount Text. Hal ini terbukti dengan penulisan Recount Text dari nilai rata-rata siswa dalam hasil tes siklus 2 (78,95). Ini meningkat dari skor rata-rata siklus 1 (68,95). Ini meningkat secara signifikan dari tes diagnostik (D-test) skor rata-rata (61,04). Tulisan Recount Text tentang pencapaian siswa dalam siklus 2 menunjukkan bahwa mereka telah memenuhi target skor (70,00), dan dianggap sebagai kriteria yang berhasil dalam meningkatkan penulisan Recount Text melalui TAD Strategy. Berdasarkan temuan di atas, penulis menyimpulkan bahwa menggunakan TAD Strategy dapat meningkatkan penulisan Recount Text dari para siswa.   How to Cite: Muhsin, M. A. (2017). Improving Students’ Writing Skills of Recount Text by Applying Transition-Action-Details (TAD) Strategy. IJEE (Indonesian Journal of English Education), 4(2), 156-167. doi:10.15408/ijee.v4i2.2430 
WHY STUDY ERROR? Irawansyah Irawansyah
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.5972

Abstract

ABSTRACT There are many students still doing errors or mistakes in learning English as a foreign language (EFL) in Indonesia. Therefore, it is very important to study error. The error itself has long been an interest among foreign language researchers. The main task of error is how to describe a learning which occurs by examining students' output. It consists of correct and incorrect utterances. In this case, there are two approaches to learning students' errors, namely error analysis (EA) and contrastive analysis (CA). This paper only explains how error analysis is important in the teaching-learning process. It has many advantages when it is learned. EA has been classified into four types: linguistics category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy. This study found error as an important tool for teachers and students to observe students’ learning process and learning strategies. ABSTRAK Ada masih banyak siswa yang melakukan error atau mistake dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL) di Indonesia. Oleh karena itu, hal ini sangat penting  untuk mempelajari error. Error itu sendiri sudah lama menjadi perhatian peneliti-peneliti bahasa asing. Fungsi utama dari error itu sendiri adalah bagaimana mendeskripsikan pembelajaran yang terjadi dengan memeriksa hasil siswa. Hal ini terdiri dari ujaran yang benar dan salah. Dalam hal ini, ada dua pendekatan dalam mempelajari kesalahan siswa, yaitu analisis error (EA) dan analisis kontrastif (CA). Makalah ini hanya untuk menjelaskan bagaimana error analisis yang mempunyai banyak pengaruh dalam proses pembelajaran. Error analysis telah dikelompokkan menjadi empat jenis, yaitu kategori linguistik, kategori permukaan, kategori komparatif, dan kategori komunikatif. Temuan penelitian ini menyampaikan bahwa error sebagai sebuah alat yang penting bagi guru dan siswa untuk mengamati proses belajar dan strategi pembelajaran siswa.   How to Cite: Irawansyah (2017). Why Study Error?. IJEE (Indonesian Journal of English Education), 4(2), 120-129. doi:10.15408/ijee.v4i2.5972  
THE USE OF CONTENT-BASED SUMMARIZING TECHNIQUE IN IMPROVING STUDENTS’ READING SKILLS OF MADRASAH Zana Chobita Aratusa
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.6153

Abstract

ABSTRACT Previous studies argued that summarizing techniques can improve students skill to comprehend a reading text, but those studies did not address what type of summarizing teachniques and how to apply them, in particular in Islamic schools context in which their studdents often study rich textual documents. Through the use of the experimental method, this study implemented Content-Based Summarizing Technique (CBST) in teaching English reading skill at two State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Palu, Central Sulawesi. After 12 weeks teaching, this study found that students who were taught by using CBST have significantly improved their reading skill to comprehend a reading text. Meanwhile, the non-CBST treatment students’ reading skill remain stable. This study concludes  that the use of CBST in English reading teaching can be used as a new alternative technique in English teaching. The limitation of this study is that the treatment might not be long enough and the sample small. Future research need to involve more sample and apply longer treatment period.  ABSTRAK Sejumlah penelitian sebelumnya menemukan bahwa teknik merangkum dapat meningkatkan keterampilan siswa untuk memahami teks bacaan, namun penelitian tersebut tidak membahas jenis pengajaran yang meringkas dan bagaimana menerapkannya, khususnya dalam konteks sekolah Islam seperti madrasah yang  para siswanya sering mempelajari berbagai teks bacaan. Dengan menggunakan metode eksperimen, penelitian ini menerapkan Content-Based Summarizing Technique (CBST) dalam pembelajaran keterampilan membaca dalam bahasa Inggris pada dua Madrasah Aliyah Negeri di Palu, Sulawesi Tengah. Setelah 12 minggu mengajar, penelitian ini menemukan bahwa siswa yang diajar dengan CBST mampu meningkatkan kemampuan membaca mereka secara signifikan dalam memahami teks bacaan dalam bahasa Inggris. Sementara itu, kemampuan membaca siswa yang tidak diajarkan dengan -CBST tetap tidak meningkat. Penelitian ini menyimpulkan bahwa penggunaan CBST dalam pengajaran membaca bahasa Inggris dapat digunakan sebagai teknik alternatif baru dalam pengajaran bahasa Inggris. Keterbatasan penelitian ini adalah lamanya penerapan CBST mungkin tidak cukup dan sampelnya kecil. Penelitian selanjutnya perlu melibatkan lebih banyak sampel dan  periode penerapan CBST perlu lebih lama.    How to Cite: Aratusa, Z. C. (2017). The Use  of Content-Based Summarizing Technique in Improving Students’ Reading Skills of Madrasah. IJEE (Indonesian Journal of English Education), 4(2), 208-220. doi:10.15408/ijee.v4i2.6153 
MORAL VALUES IN NARRATIVE TEXTS OF ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL STUDENTS PUBLISHED BY THE MINISTRY OF EDUCATION AND CULTURE Iwan Setiawan; Fahriany Fahriany
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.5977

Abstract

ABSTRACT This study aimed to reveal the moral values in the narrative texts of English textbooks for senior high school students published by the Ministry of Education and Culture and also the English teachers’ and students’ responses at SMK Triguna Utama, South Tangerang City, related to the topic under investigation. This research used content analysis design. The data sources were the narrative texts in the English textbooks and teachers’ and students’ responses. The data were collected through documentation, interview, and questionnaire. Data analysis procedures consisted of perusing, eliciting, coding, tabulating, interpreting, drawing conclusions and validating. The research found that the English textbooks lacked fables and gave a smaller portion to Indonesian local stories. Moreover, the narrative texts were dominated by the value of kindness, while, fairness was included least explicitly in the stories. These findings were supported by the views and preferences of the teachers and students. Lastly, the teachers and students compactly argued that vocabulary is the greatest barrier to teaching and learning narrative text, and the effectiveness of the school’s atmosphere in instilling moral values still needed further research.   ABSTRAK Penelitian ini bertujuan untuk mengungkap nilai-nilai moral dalam teks naratif buku teks bahasa Inggris untuk siswa Sekolah Menengah Atas yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan dan juga tanggapan guru dan siswa bahasa Inggris di SMK Triguna Utama, Kota Tangerang Selatan, terkait dengan topik yang diselidiki. Penelitian ini menggunakan desain analisis isi. Sumber datanya adalah teks naratif dalam buku teks bahasa Inggris dan tanggapan guru dan siswa. Data dikumpulkan melalui dokumentasi, wawancara dan angket. Sedangkan, prosedur analisis data meliputi pembacaan teks secara cermat, pemilahan data, penyandian, tabulasi, interpretasi, penarikan simpulan dan validasi. Penelitian ini menemukan bahwa buku teks bahasa Inggris tersebut masih kekurangan fabel dan cerita lokal Indonesia. Selain itu, teks naratif didominasi oleh nilai kebaikan, sementara nilai keadilan kurang tergambarkan dalam cerita. Temuan ini didukung oleh pandangan dan preferensi para guru dan siswa. Terakhir, para guru dan siswa secara sepakat berpendapat bahwa kosa kata merupakan penghalang terbesar dalam pengajaran dan pembelajaran teks naratif, dan efektivitas atmosfer sekolah dalam menanamkan nilai moral masih memerlukan penelitian lebih lanjut.   How to Cite: Setiawan, I., Fahriany. (2017). Moral Values in Narrative Texts of English Textbooks for Senior High School Students Published by the Ministry of Education and Culture. IJEE (Indonesian Journal of English Education), 4(2), 130-143. doi:10.15408/ijee.v4i2.5977  
INTERACTION IN EFL WRITING CLASS: LECTURERS’ REFLECTION Monalisa Monalisa
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.8323

Abstract

ABSTRACT In writing class, producing a well-polished text passes two main stages: pre writing and drafting. During these stages, interactions take place which can be in form of learners-learners and learners-lecturers interactions. Dealing with this, two main questions should be directed towhat practices of interaction conducted  during writing class and how lecturers reflect them. The data were collected from four writing lecturers of English Education Program of State Islamic University Sulthan Thaha Saifudin Jambiwho have at least two years teaching experience. An interview conducted to each of them to explore what interactions were facilitating and less facilitating learners.The result showed that oral and written interaction were found from both learners-learners and learners-lecturers interactions.As reflected by the lecturers, both oral and written interactions made sense for the learners with particular assistances. Specifically, a long written comments on the learners’ drafts contributed better revision. ABSTRAK Untuk memproduksi sebuah teks yang terpoles dengan baik, ada dua tahapan utama yang dilalui di kelas Writing yakni tahapan pramenulis dan tahapan membuat draft. Selama tahapan tersebut,  interaksi berlangsung antara mahasiswa dengan mahasiswa dan antara dosen dengan mahasiswa. Terkait dengan hal ini, ada dua pertanyaan yang diajukan yakni apa saja praktek interaksi yang terjadi di kelas Writing dan bagaimana dosen merefleksikannya. Data penelitian ini dikumpulkan dari empat orang dosen Writing di program studi pendidikan Bahasa Inggris UIN Sulthan Thaha Saifudddin Jambi yang memiliki pengalaman mengajar paling sedikit dua tahun. Interview dilakukan dengan mereka untuk mengetahui interaksi apa saja yang dapat memfasilitasi mahasiswa dalam menulis. Temuan menunjukkan bahwa terdapat interaksi secara oral dan tertulis dari mahasiswa dengan mahasiswa dan mahasiswa dengan dosen. Seperti yang direfleksikan oleh para dosen, kedua tipe interaksi tersebut bermakna bagi mahasiswa dengan asistensi khusus. Temuan spesifiknya adalah bahwa komentar panjang tertulis pada draft mahasiswa mampu membuat revisi draft mereka menjadi lebih baik.How to Cite: Monalisa. (2017). Interaction in EFL Writing Class: Lecturers’ Reflection. IJEE (Indonesian Journal of English Education), 4(2), 144-155. doi:10.15408/ijee.v4i2.8323 
Exploring Inductive Grammar Teaching: English Teacher Perspectives Didin Nuruddin Hidayat
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.8538

Abstract

ABSTRACT In the past few decades, the discussion of what grammatical structures to teach, and how to teach them remains controversial (Ellis, 2006). This research study aimed to explore the role of inductive grammar teaching toward specific grammatical structure, i.e. the second conditional or the unreal/hypothetical conditional. In light of this, ten English teachers were involved in this study, providing beneficial feedback through their experience in English language teaching. They were given two sessions of inductive grammar teaching, and were asked to provide feedback. The results showed that inductive grammmar teaching possessed its strengths and weaknesses. One strength would be from its ability in engaging more active participation from the students. However, a notable weaknessess was in terms of its lack of opportunities in explicit grammatical explanation. ABSTRAK Dalam beberapa dekade terakhir, diskusi tentang struktur tata bahasa apa yang perlu diajarkan, dan bagaimana mengajarkan struktur tata bahasa tersebut tetap menjadi isu yang kontroversial (Ellis, 2006). Penelitian ini bertujuan untuk mengeksplorasi peran pengajaran tata bahasa induktif terhadap struktur tata bahasa tertentu, yaitu the second conditional atau the unreal/hypothetical conditional. Untuk itu, sepuluh guru bahasa Inggris dilibatkan dalam penelitian ini, memberikan umpan balik yang bermanfaat melalui pengalaman mereka dalam bidang pengajaran bahasa Inggris. Mereka diberi dua sesi pengajaran tata bahasa induktif, dan diminta untuk memberikan umpan balik. Hasilnya menunjukkan bahwa pengajaran grammmar induktif memiliki kekuatan dan kelemahannya. Salah satu kekuatan berasal dari kemampuannya dalam melibatkan partisipasi yang lebih aktif dari para siswa. Namun, salah satu kelemahan yang menonjol adalah dalam hal kurangnya peluang dalam menjelaskan tata bahasa secara eksplisit.   How to Cite: Hidayat, D.N. (2017). Exploring Inductive Grammar Teaching: English Teacher Perspectives. IJEE (Indonesian Journal of English Education), 4(2), 111-119. doi:10.15408/ijee.v4i2.8538. 
A MODEL OF AN ONLINE READING COMPREHENSION SUMMATIVE TEST FOR COLLEGE STUDENTS Sofa Sofa; Gunadi H Sulistyo
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.8344

Abstract

ABSTRACT There is an emerging phenomenon in some universities including STKIP PGRI Jombang regarding a compelling need of a test that can replace the existing paper-and-pencil based reading comprehension test, which is conventional, impractical, and time consuming. To fulfill the need, a model of an online reading comprehension summative test was developed, involving a number of essential micro skills of reading. The design of the study was Educational Research and Development (R&D), involving 100 subjects in the try-out stage. The instruments used were interview guides and questionnaire. Based on the tryout analysis, the reliability was .779, in which thirty one items were categorized as valid items. For the ease of scoring and the balanced number of the indicators under interest, only 25 items were included in the model test. Based on the students’ questionnaire, more than 80% subjects responded positively. The final product of this research was a set of an online reading comprehension test kit that includes the blueprint, the test (in form of paper and screenshot of the online version), the answer key, and the instruction to access the online test.  ABSTRAK Di beberapa universitas termasuk STKIP PGRI Jombang, muncul kebutuhan penting sebuah tes yang bisa menggantikan tes membaca berbasis paper-and-pencil sebelumnya yang konvensional, tidak praktis dan memakan banyak waktu. Untuk memenuhi kebutuhan tes yang bisa mengatasi masalah tersebut, dikembangkanlah sebuah model tes membaca sumatif online. Desain penelitian ini adalah penelitian pengembangan, yang melibatkan 100 subjek dalam tahap try-out. Instrumen yang digunakan adalah interview guide dan kuesioner. Berdasarkan analisis butir soal, nilai alpha atau reliabilititas adalah 0.779. 31 butir soal dikategorikan sebagai butir soal yang valid. Untuk kemudahan penilaian dan keseimbangan jumlah indikator yang diinginkan, hanya 25 butir soal yang digunakan dalam model tes. Berdasarkan kuesioner mahasiswa, lebih dari 80% subjek merespon secara positif. Produk akhir dari penelitian ini adalah satu set online reading comprehension test yang meliputi kisi-kisi, tes (dalam bentuk kertas dan screenshot versi online), kunci jawaban dan instruksi untuk mengakses tes online.   How to Cite: Sofa., Sulistyo, G.H. (2017). A Model of an Online Reading Comprehension Summative Test for College Students. IJEE (Indonesian Journal of English Education), 4(2), 168-187. doi:10.15408/ijee.v4i2.8344
STATING AND DEFENDING NEW KNOWLEDGE CLAIM: A RHETORICAL ANALYSIS ON THE DISCUSSION SECTION OF ENGLISH MASTER THESIS BY INDONESIAN EFL LEARNERS Warsito Warsito; safnil arsyad; Alamsyah Harahap
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.6746

Abstract

ABSTRACT The discussion section is considered the most important section of a thesis but also the most difficult to write especially by university students. This study investigated the move-step and rhetorical pattern of discussion section in 20 English Master Theses written by Indonesian EFL postgraduate students. Following the model suggested by Loan and Pramoolsook (2015), this study found that students constructed the discussion section according to their perceived communicative purposes of discussion section. The most noticeable feature of the section is the occurrence of Move 2 (reporting results) and Move 4 (Commenting on results) occurring in all texts making them obligatory moves. In terms of step, interpreting results and referring to other studies in Move 4 are also considered as obligatory steps. The findings of this study are useful particularly for EFL students; that is to facilitate them to better understand the rhetorical structure of thesis discussion section when written in English.   ABSTRAK Bagian pembahasan dianggap sebagai bagian yang paling penting dalam tesis tetapi juga yang paling sulit ditulis terutama oleh mahasiswa atau penulis baru. Penelitian ini penting untuk menyelidiki pola retorika bagian pembahasan tesis mahasiswa magister bahasa Inggris yang ditulis oleh mahasiswa Indonesia. Mengikuti model yang disarankan oleh Loan and Pramoolsook (2015), penelitian ini menemukan bahwa mahasiswa mengorganisir bagian pembahasan sesuai dengan tujuan komunikatif yang mereka anggap penting. Tujuan komunikatif yang paling menonjol dari bagian ini adalah ‘Move’ 2 (tahapan melaporkan hasil peneitian) dan ‘Move’ 4 (tahapan mengomentari hasil penelitian) yang ditemukan di semua teks sehingga dianggap wajib. Dalam hal langkah (Steps), langkah menafsirkan hasil penelitian dan langkah mengacu pada penelitian terdahuluan dalam ‘Move’ 4 dianggap sebagai langkah wajib. Temuan penelitian ini berguna terutama untuk mahasiswa magister bahasa Inggris, yaitu untuk memudahkan mereka memahami struktur retorika dari bagian pembahasan tesis yang ditulis dalam bahasa Inggris.   How to Cite: Wasito., Syah, S. A., Harahap,  A. (2017). Stating and Defending New Knowledge Claim: a Rhetorical Analysis on the Discussion Section of English Master Thesis by Indonesian EFL Learners. IJEE (Indonesian Journal of English Education), 4(2), 188-207. doi:10.15408/ijee.v4i2.6746

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