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All Journal Jurnal Edukasi Universitas Jember FKIP e-PROCEEDING Journal of English Language Teaching and Linguistics Journal of English Education and Teaching (JEET) EFL Education Journal
Bambang Suharjito
FKIP UNEJ
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Students’ Learning Engagement in Writing Class: A Task-Based Learning Nurmalinda Maharani Farizka; Asih Santihastuti; Bambang Suharjito
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

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Abstract

Students’ degree of interest, attention, and curiosity are some indications of students’ learning engagement which are very important to be noted down by every teacher. Knowing what makes students focused on what they are learning or doing in the class will be a great assistance for teacher in creating meaningful activities which at the end promotes their engagement and motivation. This study was intended to find out students’ learning engagement during a writing class which was designed as a task based learning. The students were assigned to some collaborative activities in composing writings. The researcher observed students’ activities especially during the pre and while writing and found out that one reason among others that made students unable to actively engaged at the beginning of the activity was failing to understand the teacher’s instructions. This problem, however, was solved once they understood the tasks clearly and able to enjoy what they were doing in class. In other words, students’ engagement could happen if the activities are meaningful for them.
Students’ Responses to Teacher’s Reinforcement: A Discourse Analysis Pemilda Alphania Meizy; Bambang Suharjito; Annur Rofiq
Journal of English Education and Teaching Vol 6, No 2 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.2.158-170

Abstract

Reinforcement is one of the important aspects in increasing students' motivation, to be more serious, and more focused during the teaching-learning process. This research is intended to know the kinds of reinforcement used by the teacher, how students respond to it, and how was their feeling about it. The design of this research is Discourse Analysis that focuses on the semiotic area. This research was conducted at one of the state junior high schools in East Java, Indonesia. The participant was chosen by using purposive sampling method and class 7F students were selected as the research participants. In conducting the research, the researcher did classroom observation, took video recording, and did an interview with the students to know exactly the meaning of students' responses. The finding showed that the teacher used verbal and non-verbal reinforcement. Mostly, the teacher praised the students for what they have done and students mostly showed their response using facial expression and sometimes using body gesture. Regarding their feeling, they said that reinforcement from the teacher makes them feel appreciated, motivated and happy during the teaching-learning process, which means that the role of reinforcement is very important.
The Use of Bamboo Dancing Technique to Improve the Eleventh Grade Students’ Speaking Achievement Uli Dwi Setiawan; Bambang Suharjito; Bambang Arya Wija Putra
EFL Education Journal Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (519.275 KB) | DOI: 10.19184/eej.v8i3.28405

Abstract

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.
Indonesian Teachers’ Perceptions of Students’ Problems and The Possible Causes when Speaking English in The EFL Classroom Anisatul Maysaroh; Siti Masrifatul Fitriyah; Bambang Suharjito
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30466

Abstract

English Speaking skill plays an important role in communication for EFL learners, including those in Indonesia. However, the problem of speaking English is a frequently encountered topic of discussion in the body of literature and in educational contexts. There are various problems that are listed as the possible causes of language learners’ incompetence in speaking English from teachers’ perceptions which have to be investigated. In order to examine the teachers’ perceptions of students’ problems and possible causes when speaking English in the EFL classrooms, I interviewed three English teachers in a junior high school. Semi structured-interview was used to generate data, which were then analysed by using the Interactive Model of data analysis. The results indicated that lack of vocabulary, lack of confidence, fear of making mistakes and language anxiety as students’ problems in speaking. In addition, the teachers perceived the possible causes derived from both intrinsic and extrinsic factors such as students’ motivation or willingness to practice speaking English and the environmental factors like family support which hindered the students from delivering their best speaking performance.
Enhancing Enhancing The Eighth Grade Students Reading Compehension Achievement By Using Question-Answer Relationship (QAR) Strategy Shinta Permata Sari; Annur Rofiq; Bambang Suharjito
EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i2.31041

Abstract

This research was aimed at improving the eighth-grade students’ reading achievement and their participation during teaching-learning process using the Question-Answer Relationship (QAR) Strategy. This research applied Classroom Action Research (CAR) design with grade eight students of secondary school at junior high school as the research participants. The data were analyzed using descriptive statistics to know the improvement of the students’ reading comprehension achievement and the students’ participation after being taught reading using QAR strategy. This research was conducted in 1 cycle consisted of five meetings. The result of this research showed that the use of QAR Strategy could improve the students’ reading comprehension achievement and the students’ participation during the teaching and learning of reading.
Writing Assessment Methods Utilized by Senior High School English Teacher in Jember Enny Megawati; Sugeng Ariyanto; Bambang Suharjito
EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i3.35192

Abstract

This research was aimed at writing assessment methods utilized by senior high school English teacher in Jember. This research applied qualitative method with grade eleven of English teacher as the research participants. The data were analyzed using thematic analysis to know the assessment methods employed by the senior high school English teacher. The result of this research shows that the teacher used process assessment and product assessment to assess students’ writing.
Enhancing The Students’ Speaking Skill through Think-Pair-Share (TPS) at SMAN 4 Jember Muhammad 'Abduh Al Karim; Mutiara Bilqis; Bambang Suharjito
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.29925

Abstract

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.
The Analysis of Local Culture in the Indonesian ELT Textbook for Junior High School Rista Vanila; Sugeng Ariyanto; Bambang Suharjito
EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i1.40443

Abstract

This study aimed to analyze the representation of local culture in the government published ELT textbook for Junior High School student. Cultural diversity has become the issue related to the use of English that plays a great role to categorize English speakers and English varieties (Shin, Eslami and Chen, 2011). The integration of cultural values in ELT materials have been studied for years. Culture has become an important role in language teaching and learning, because it is believed that language cannot be taught to learners without its cultural elements. Textbook as one of the material that is highly used among English learners might represent the racial diversity and cultural background, therefore it is important to analyze how and what kind of cultural elements are being represented to the learners on the textbook.
Co-Authors Aan Erlyana Fardhani Ana Rahmayanti Anisatul Maysaroh Annur Rofiq Annur Rofiq Asih Santi Hastuti Bambang Arya Wija Putra Dinik Rojaningtiya Enny Megawati Heri Kurniawan, Heri I Putu Sukmaantara Ika Fitriani Martages Ilma Atisyatur Rochmaniyah Ismatullah, Maulidiyah Made Adi Andayani Mazidatuz Zahro Melinda Pratiwi Muhammad 'Abduh Al Karim Musli Ariani Mutiara Bilqis Nurmalinda Maharani Farizka Pemilda Alphania Meizy Rista Vanila S Sudarsono S Susilowati Shabrina Anindya Puteri Shinta Permata Sari Siti Masrifatul Fitriyah Sugeng Ariyanto Sugeng Ariyanto Triana, Desinta Triska Dayu Damayanti Uli Dwi Setiawan Wijayanti, Sheila Wiwiek Istianah