Articles
<![CDATA[An Analysis of Lexical Error in the Descriptive Text Writing Produced by the Eighth Grade Students of MTs. Wahid Hasyim Kunir ]]>
<![CDATA[Ilma Atisyatur Rochmaniyah]]>;
<![CDATA[Bambang Suharjito]]>;
<![CDATA[Made Adi Andayani T]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: This research was intended to investigate the lexical errors types, to calculate the percentage and to analyze the causes of each lexical error type found in the descriptive text writing produced by the eighth grade students of MTs. Wahid Hasyim Kunir. The area determination method of this research was conducted by using purposive method. The subjects were the eighth grade students at MTs. Wahid Hasyim Kunir in the 2015/2016 academic year. The data of this research were obtained from 30 students' descriptive writing test. The analysis of the data was based on Llach’s lexical errors taxonomy (2011) which divides lexical error types based on the sources of errors and major types of error. The study found a total of 86 lexical errors in five types of lexical error. Misspelling was the most common lexical error with a total of 26 errors and the percentage is 30.23%. It happened because the students were influenced by intralingual transfer. The results of this study confirm that almost all of the students have a serious problem in determining the correct spelling of lexical items in the target language. Hence, this study suggests that vocabulary teaching and learning in English as a Second Language (ESL) or English as a Foreign Language (EFL) contexts and error correction during the teaching-learning process may become alternative ways to help in minimalizing the number of lexical errors in students’ writing.Keywords: lexical errors, writing, descriptive text. ]]>
<![CDATA[Improving the Students' Recount Text Writing Achievement by Using Spidergram Technique at SMP Negeri 2 Tanggul ]]>
<![CDATA[Melinda Pratiwi]]>;
<![CDATA[Bambang Suharjito]]>;
<![CDATA[I Putu Sukmaantara]]>
<![CDATA[ Jurnal Edukasi Vol 1, No 3 : Nopember 2014 ]]>
Publisher : <![CDATA[UPT Penerbitan Universitas Jember ]]>
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DOI: 10.19184/jukasi.v1i1.3394
<![CDATA[The purpose of this research was to solve the problems dealing with the students' active participation and writing achievement. The research design was Classroom Action Research. The area and subjects of this research were chosen purposively by using purposive method. The subjects were the VIII-D students at SMP Negeri 2 Tanggul in the 2013/2014 academic year. The data collected were writing test, observation, interview and documentation. The results of this research showed that there were improvement of students' participation and their writing achievement in Cycle 1 to Cycle 2. In Cycle 1, there were 54.05% of the students who actively participated during the teaching learning process. Meanwhile, there were 40% of the students who achieved the target score. Beside, in Cycle 2, there were 70.26% of the students who actively participated during the teaching learning process, while 70.27% of the students achieved the target score. It proved that the use of Spidergram technique could improve the students' active participation and writing achievement. Keywords : Active Participation, Classroom Action Research, Spidergram Technique, Writing Achievement.]]>
<![CDATA[The Effect of Using Comic Strips on The Eighth Grade Students' Narative Writing Achievement at SMP Negeri 5 Jember ]]>
<![CDATA[Ika Fitriani Martages]]>;
<![CDATA[Bambang Suharjito]]>;
<![CDATA[Asih Santihastuti]]>
<![CDATA[ Jurnal Edukasi Vol 4 No 2: Juli 2017 ]]>
Publisher : <![CDATA[UPT Penerbitan Universitas Jember ]]>
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DOI: 10.19184/jukasi.v4i2.5201
<![CDATA[The aim of this research was to investigate whether or not there was a significant effect of using Comic Strips on the eighth grade students’ narrative writing achievement at SMP Negeri 5 Jember. The research design used was quasi-experimental research with post-test only design. The respondent of the research was chosen by using cluster random sampling. Two of the seven classes were selected as the experimental group and the control group. Through a lottery, class VIII-F was chosen as the experimental group and class VIII-E was chosen as the control group. The data was selected by writing test. Then, the data collected were analyzed by using independent sample t-test. Based on the result of the posttest scores, the mean score writing post-test in experimental group was 76.8000 while the mean score of control group was 70.5156. Moreover, based on the output of Independent sample t-test, the value of sig column of Lavene’s test was 0.020 and this value was lower than 0.05. It indicated that the result of t-test analysis was significant. It meant that the result of this research proved that the use of Comic Strips significantly affected the eighth grade students’ narrative writing achievement at SMP Negeri 5 Jember. It can be seen, especially, from the content and language use. Keywords : Writing, Writing Achievement, Comic Strips, Media]]>
<![CDATA[Using Roundtable Technique to Enhance the Eleventh Grade Students' Narrative Writing Achievement at MAN 2 Jember ]]>
<![CDATA[Ismatullah, Maulidiyah]]>;
<![CDATA[suharjito, bambang]]>;
<![CDATA[Andayani T, Made Adi]]>
<![CDATA[ EFL Education Journal Vol 3 No 3 (2016) ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v3i3.4770
<![CDATA[The objectives of this research were to improve the eleventh grade students'narrative writing achievement and their participation by using roundtable technique atMAN 2 Jember in the 2015/2016 academic year. The research design was classroom actionresearch. The subject area of this research was chosen purposively. The research subjectwas the eleventh science 1 which was chosen based on the observation and the previouswriting score from the English teacher. The data were collected by administering thewriting test, observation, interview and documentation. This research was done in 2 cycles.The results in each cycle showed improvement of the students narrative writingachievement and students' active participation. The results in Cycle 2 had met the criteria ofthe success that indicatedthat the use of roundtable technique could improve the students'narrative writing achievement and also their active participation in teaching and learningprocess of writing at MAN 2 Jember]]>
<![CDATA[Using Pop-up Pictures to Improve the Eighth Grade Students’ Vocabulary ]]>
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Wijayanti, Sheila]]>;
<![CDATA[Sukmaantara, I Putu]]>
<![CDATA[ EFL Education Journal Vol 3 No 2 (2016) ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v3i2.7250
<![CDATA[This Classroom Action Research was intended to improve the VIII-C students’ participation and vocabulary achievement by using Pop-up Pictures at SMPN 1 Beji - Pasuruan. The research area was chosen by using purposive method. The data collection methods of this research were interview, observation, documentation, and vocabulary achievement test. The research participants were VIII-C students. This research was held collaboratively between the researcher and the English teacher. The research was done in two cycles while each cycle consisted of three meetings. The observation result in Cycle 1 showed that the average of the students’ participation was only 65%. It increased to 77.5% the observation result in Cycle 2. Additionally, there were only 65% students who got score 70 in Cycle 1 and it was 77.5% students got score 70 or higher in the vocabulary achievement test in Cycle 2. It means that the objectives of the research were successful. Keywords: Pop-up Pictures, Students' Participation, Students' Vocabulary]]>
<![CDATA[The Use of Bamboo Dancing Technique to Improve the Eleventh Grade Students’ Speaking Achievement ]]>
<![CDATA[Setiawan, Uli Dwi]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Wija Putra, Bambang Arya]]>
<![CDATA[ EFL Education Journal Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v8i3.28405
<![CDATA[This classroom action research was aimed at improving the eleventh-grade students’ speaking achievement using the bamboo dancing technique and to know the improvement of their participation during the teaching and learning process. The research participants were the XI-IBB 1 students chosen purposively. The students’ speaking scores and observation data were analyzed using descriptive statistics. The results showed that the use of the bamboo dancing technique could improve the students’ speaking achievement and their participation in speaking class. The students who got targeted scores were improved from 70.83% in Meeting 1 to 83.33% in Meeting 2. It was suggested for English teachers to apply the bamboo dancing technique in speaking class.]]>
<![CDATA[Enhancing the Tenth Grade Students' Vocabulary Achievement by Using Bingo Game at SMA NU Genteng ]]>
<![CDATA[Triska Dayu Damayanti]]>;
<![CDATA[Bambang Suharjito]]>;
<![CDATA[Made Adi Andayani T]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: The purpose of this classroom action research was to improve the tenth grade students' vocabulary achievement and their active participation by using Bingo game at SMA NU Genteng. The method used in determining the research area and the research subjects was purposive method. The primary data were obtained from vocabulary test and observation checklist. Interview and documentation were used as supporting data. The result of the vocabulary test and observation were analyzed quantitatively by using Ali's formula. The results of the students' active participation in meeting 1 was 63% and 81% in meeting 2. Meanwhile, the result of the students' vocabulary achievement improved from 26% (the test given by the teacher) to 75% (the test given by the researcher) in cycle 1. Therefore, it can be concluded that the use of Bingo game could imrpove the tenth grade students' vocabulary achievement and their active participation in the vocabulary teaching and learning process. Keywords: Bingo game, Students' Active Participation, Vocabulary Achievement]]>
<![CDATA[The senior high school students' perception on the use of Google Classroom in online English learning ]]>
<![CDATA[Kurniawan, Heri]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Ariyanto, Sugeng]]>
<![CDATA[ EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i1.29136
<![CDATA[This research was intended to describe the eleventh-grade students’ perception on the use of Google Classroom in online English learning at SMAN 1 Ngoro Mojokerto. Hence, this research used a descriptive research design because the objective of the study was to describe the students’ perception on the use of Google Classroom for online English learning during the pandemic. The data of this research were collected from the questionnaire. Further, the data of the research was calculated in the form of percentages and analyzed using quantitative analysis. The finding and discussion described the appropriateness of comfort, the content, efficient in use, language in Google Classroom application, clarity of the material, and fun to use. The result of the research showed that overall, the majority of the students had positive responses to every indicator and agreed that Google Classroom could facilitate them in an English classroom during pandemic situations. Keyword: Students’ Perception; Google Classroom; Online English learning]]>
<![CDATA[A Case Study of Students’ Anxiety in Speaking English And How They Cope The Feeling ]]>
<![CDATA[Triana, Desinta]]>;
<![CDATA[Suharjito, Bambang]]>;
<![CDATA[Rofiq, Annur]]>
<![CDATA[ EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v8i1.30864
<![CDATA[This study analyzes the factors of the students’ anxiety in speaking English and also explores the strategies used by the students to cope with their anxiety. The three participants of this study were selected from 36 students of X TKJ 1 in SMKN 2 Jember that experienced speaking anxiety as illustrated by Oxford. This study applied qualitative and quantitative case study design. Classroom observation was done four times to select the participants. The results of questionnaire and interview were analysed by using Miles and Hubberman’s model. The findings showed that the students in the English speaking class experienced excessive fear and anxiety. There were 2 participants who exhibited test anxiety and the other one exhibited communication apprehension. Their strategies to overcame the anxiety were; avoiding eye contact, relaxation, and asking for teachers’ help.]]>
<![CDATA[Enhancing The Students’ Speaking Skill through Think-Pair-Share (TPS) at SMAN 4 Jember ]]>
<![CDATA[Al Karim, Muhammad 'Abduh]]>;
<![CDATA[Bilqis, Mutiara]]>;
<![CDATA[Suharjito, Bambang]]>
<![CDATA[ EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i1.29925
<![CDATA[This research discussed about using think-pair-share (TPS) at the state senior high school in the online teaching and learning process during the covid-19 pandemic. This research aims To enhance the eleventh-grade students’ speaking skill and participation at state senior high school 4 Jember by using Think–Pair-Share (TPS). The design of this research is a Classroom Action Research (CAR) with thirty participants in the classroom to collect the data. The teacher said that the eleventh grade students had difficulties in speaking skill. They felt unconfident to speak. This problem made their speech less fluent. They also often pronounced the English words incorrectly and displayed grammar errors when speaking. Students’ participation in the learning process was low because they felt unconfident and afraid of expressing their ideas in oral speech. Kagan (1994) said that TPS is a cooperative learning strategy that can promote higher-level thinking. TPS has useful benefits, not only for the students but also for the teacher. The students are allowed to speak up in the class. They talk a lot in the class, have high motivation in speaking, and enjoy participating in the class is the characteristic of successful speaking activities. The findings of this study, it proved that Think-Pair-Share (TPS) strategy could enhance the students’ speaking skill at SMAN 4 Jember. It could be seen from the improvement of the students’ speaking test result in the first cycle. It happened because the students were encouraged to speak English by the pair and have a discussion in class. It creates positive atmosphere in sharing ideas about the material and the students can train their vocabularies and pronunciation.]]>
