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ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH

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Published by Universitas Nusantara PGRI Kediri

ISSN : 25803441 EISSN : 25034405 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

English Education: Journal of English Teaching and Research is a journal that accomodates the teachers, researchers, lecturers, and students who are interested in English Education, Linguistics, and Literature.

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Articles 136 Documents

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TEACHING REFERENCE WORD WITH “ROBINHOOD” READING ACTIVITY Purnawati Purnawati
English Education:Journal of English Teaching and Research Vol 2 No 1 (2017): English Education
Publisher : Universitas Nusantara PGRI Kediri

Reading plays a very significant role in the teaching and learning of English as a Second or fereign Language ( ESL/ EFL ) in Junior High School. In fact, it is a mojor skill which has been tested for years in the National Final Examination. The questions which had appeared in the test are mostly testing the students’ reading comprehension ability. To succeed the test , the students should master five genres of monologue text and nine short functional texts. Consequently, teachers should provide them with reading comprehension strategies. This paper offers a strategy “ Inferring anaphoric & cataphoric” Reference with the theoretical assumption of “Think Aloud” through an activity called “ Robinhood” to provide students with a reading strategy to deal with one of the short functional text that is Reference Word. The activity of “Robinhood” will ease them when they are dealing with questions related with reference word.The activity leads students to learn in joyful atmoshere since while learning they also feel like playing a game. Considering the effectiveness of the learning activity, English language teachers are recommended to adopt it in their classes.

PENGUASAAN KOSAKATA BAHASA INGGRIS SISWA DILIHAT DARI KEBIASAAN MEREKA MENDENGARKAN MUSIK-MUSIK BERBAHASA INGGRIS: PENELITIAN KORELASI Dwi Nurkolip
English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education
Publisher : Universitas Nusantara PGRI Kediri

In this research, the researcher examined the correlation between student’s habit in listening English music and their vocabulary mastery of the second semester students of the English Department of STKIP PGRI Tulungagung in the academic year of 2018/2019. The purpose of this research was to find out whether or not there is any significant correlation between student’s habit in listening English music and their vocabulary mastery. This research was quantitative research that used correlation method. It was conducted at the English Department of STKIP PGRI Tulungagung. The population was all of the second-semester students of the English Department of STKIP PGRI Tulungagung in the academic year of 2018/2019 that consists of two classes. The total number of the student was 40 students. The sample was 17 students taken by incidental sampling technique. The instruments for collecting data in this research were questionnaire and vocabulary test. The researcher used questionnaire to collect the data of students’ habit in listening English music, while the tests were used to collect the data of students’ vocabulary mastery. In analysing the data, the researcher used Kendall's tau_b in IBM SPSS Statistics 25 program for windows. The result of the research showed that there is a significant relationship between students’ habit in listening English musics and their vocabulary mastery. It can be proved from value sig. (2 tailed) of the Kendall's tau_b test result is 0.010 is smaller than 0.05. Moreover, correlation coefficient value is 0.494, it means there is positive correlation and the level of significant correlation is moderate. Based on the result of the research, it can be concluded that students’ habit in listening English music contributes to their vocabulary mastery.

THE USE OF WRITTEN CORRECTIVE FEEDBACK TO IMPROVE THE TENTH GRADE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT M Ubayu Yahya; Suhartono Suhartono
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Writing is a difficult process of how to share or state some ideas or opinions onto paper. Through text, students’ knowledge could be revealed. The wrong usage or application could be considered as the indicator that learning is taking place; however this kind of condition shouldn’t be allowed to happen continuously. The teacher should acknowledge where the students make the most error to give the appropriate technique. The research problems of this research are (1) What are written corrective feedbacks used by the tenth grade teacher in writing of descriptive text? (2) How do the students response to the written corrective feedbacks which are used by the tenth grade teacher in writing of descriptive text? In this research, the writer used a descriptive case study to attain the data. The subjects of this research are the English teacher and the tenth grade students at SMK PGRI 1 KEDIRI. The research is done in two days. The writer uses instruments such as interview, field note, questionnaire and students’ written text. The finding of this research is that (1) the teacher uses direct, indirect and metalinguistic corrective feedback; (2) direct corrective feedback gets 48% definitely like and 38% like, indirect corrective feedback gets 2% definitely like, 8% like and 2% do not like, and metalinguistic corrective feedback gets 2% like. Based on the findings, it can be concluded that: (1) the teacher used direct corrective feedback to correct almost all the students’ errors on their written text of descriptive text; (2) students preferred direct corrective feedback more than the others. The writer suggested that the teacher should acknowledge the theories of written corrective feedback so the students do not understand direct corrective feedback only but all types of written corrective feedback. Key Words: Writing, Direct Corrective Feedback, Indirect Corrective Feedback, Metalinguistic Corrective Feedback.

MULTIPLE CHOICE QUESTIONS (MCQS) VS SHORT ANSWER QUESTIONS (SAQS) FOR INFERENTIAL COMPREHENSION B Budiyono
English Education:Journal of English Teaching and Research Vol 3 No 2 (2018): English Education
Publisher : Universitas Nusantara PGRI Kediri

Among a variety of item types or test formats, multiple-choice tests are much more associated with many advantages. However, short-answer questions as a type of open-ended questions are proposed to be more appropriate for measuring inferential skills. This study investigated this particular issue to provide evidence whether it was the case in college reading for inferences of implied main ideas. The findings indicate that the performance in MCQs was significantly much better than that in SAQs. A recommendation would be a blend of MCQs and SAQs in measurement of inferential comprehension of main ideas with greater weighting on SAQs. Keywords: multiple-choice, short-answer, inference, significant

The Effect of Project Based Learning to the Students’writing Ability in Descriptive Text Imanuella Natalia
English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

This study aims to know the effect of Project Based Learning to the students’ writing ability in descriptive text in the eighth grade students of SMPN 8 Kediri in which the experimental research design was applied . The sample consisted of 16 males and 14 females students. The essay test of writing descriptive text was used to collect the data about the students’ writing ability before and after the treatments about teaching writing using project based learning.Then the data were analyzed using statistical formula of t-test computation. The result shown that the students’total score of post-test is 2460, and then total score of p re-test is 2217. It means that students’ score increased. Based on the data report of the table of t-test based on signification 5%, the result of this research showed that T-score (14, 54) ˃ T-table 5% (1, 699). It means that was significant so the Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. Besides, in analyze t-test, t-score is higher than t-table. The score of t-test is 14, 54 and the t-table is 1, 699 in the level of significant 5% (0, 05). Based on the t-test result which obtain that Project Based Learning has significant effect t-score 14.54 and the table is 1.699 in the level of significant 5%. From the data analysis, it can be seen that Project Based Learning is effective to the students’ writing descriptive text ability.

THE STUDENTS’ ABILITY IN COMPREHENDING PASSAGE THROUGH DISCUSSION WAY AT THE SECOND YEAR STUDENTS OF SMAN 1 KAUMAN TULUNGAGUNG IN THE EVEN SEMESTER ACADEMIC YEAR 2018/2019 Yogo Gandjarwati
English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education
Publisher : Universitas Nusantara PGRI Kediri

This study is a Classroom Action Research (CAR) about comprehending the passage through discussion way to improve the students’ reading skill. The population is 36 students at the second year of SMAN 1 Kauman. Instruments of the study consisted of reading test, observation check list and questionnaires. Based on the pre-test, the students’ reading skill and students’ motivation were still low, it was indicated that the score result was under minimum standard or the average score (70.14). Therefore, the researcher tried to apply the way of discussion in comprehending the passage to improve the reading skill. The writer found that in Cycle I the students’ score average was 74.44. The next cycle (Cycle II) done by the writer to improve the strategy in teaching reading through discussion way. It was proved that the students’ score average after the implementation of discussion was 80.12 . They passed and got the better score than previous result and the students’ motivation was also good. It could be seen from the result of observation data which showed that 91.6% students were more active in teaching learning process through discussion way. Then the students’ interest in reading comprehension through discussion way was also good. It is shown on the result of questionnaire in which there were 86.11% students interested in reading comprehension through discussion. It is concluded that the way of discussion in comprehending the passage was able to improve the students’ reading skill Keywords: comprehending, passage, discussion way Keywords: Comprehending, passage, discussion way

THE IMPROVING STUDENTS’ READING COMPREHENSION THROUGH GRAMMAR TRANSLATION METHOD Megawati Megawati
English Education:Journal of English Teaching and Research Vol 2 No 2 (2017): English Language becomes one of compulsory subject and tested on National Examina
Publisher : Universitas Nusantara PGRI Kediri

The objective of the research is to improving students’reading comprehension throughgrammar translation method toward the tenth grade students, even semester, 2016/2017 academic year of SMK PrivateTaposDepok.This present classroom action research was mainly aimed to find out the extent of reading comprehension improved through grammar translation method. The subject of the present research were the tenth grade student of SMK Private TaposDepok in academic year 2016/2017 that consisted of 33 males and females, whereas the data collected by interview, data, and observation. The result of the post test in each cycle totally showed that there was significant improvement of the subject’ability in reading comprehension in which their it pointed out that the level improved from insufficient to good. This is evidences with the average reading test in every cycle can improved that is on cycle I=6,76; cycle II=7,35; cycle III=7,80 and the result of the interview concluded that learning reading comprehension through grammar translation method is fun for the students. This research showed positive changing behavior of the subjects in which their attitudes and motivation increased significantly toward reading comprehension. The result of the observation concluded that grammar translation method can improved students’ reading comprehension at tenth grade of SMK Private TaposDepokin Academic 2016/2017. Keywords: Reading Comprehension, Grammar Translation Method

THE USE OF TRANSITIONS IN THE STUDENTS ARGUMENTATIVE ESSAY Suzana Meylita Rachmawati; Yunik Susanti
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

One of academic writing assignment is argumentative essay. A way to make a coherent paragraph is using transitions which should be clearly and demonstrated in an argumentative essay. Transitions can be words and/or phrases that connect the idea in one sentence with the idea in another sentence. By using transitions, the wriring can be read smoothly. The purposes in conducting the study are to know and describe the use of transitions in student’s writing argumentative essay and the awareness of the students about using transitions. This is a qualitative research-content analysis. The subject of the research is the third grade students of English Department in academic year 2015/2016. There were 23 students: 3 good students, 17 average students, and 3 poor students. The instruments are documents, interview, and student’s journal. After collecting the data, the next step is analyzing them by using coding system, tabulation, and describing them. The results of this research are 1) almost all good students used transitions in essay correctly although there were few incorrect usages, then the average students and poor students had more corrections because they put the transitions in the wrong place, chose inappropriate transitions, used wrong grammatical, and over-use transitions, 2) All students in each category had good knowledge about the transitions, such as its definition, its types, and its function, how importance using transitions are. But sometimes they still felt difficult to use transitions. In conclusion, most of students in every category used transitions correctly even though there were some corrections, then the third grade students of English Department were conscious of transition signals, but they need more practice to apply it in the sentences in order to make their writing had better quality, easier to read and more understandable. Key Words : Argumentative Essay, Transitions

A CORPUS LINGUISTICS INVESTIGATION OF TWO NEAR-SYNONYMOUS WORDS: RICH AND WEALTHY Dwi Yulianto Nugroho
English Education:Journal of English Teaching and Research Vol 3 No 2 (2018): English Education
Publisher : Universitas Nusantara PGRI Kediri

Many language learners, even language teachers, consider two words are synonymous. In fact, some words are not really synonymous. This sometimes triggers questions among language learners. They are confused whether two considered-synonymous words can be used interchangebly in certain contexts. Their confusion will appear more when they should describe something. Therefore, this study tries to find out phenomena around two words which are considered synonymous, namely rich and wealthy. Using British National Corpus (BNC) as the data which were analysed using the software Sketch Engine (SkE), this corpus linguistics based study found out that rich and wealthy are near-synonyms because they have identical sense but they are not substitutable for certain contexts. In addition, rich is more commonly used by people to describe both human and non-human beings. The results of the study imply that corpus linguistics provide benefits for English language teaching as we can really analyse language using authentic facts compiled in a corpus. A language teacher can also use corpus linguistics to teach vocabulary. In addition, a sociolinguistics phenomenon found out in this study implies that investigating two considered-synonymous adjectives can help language learners understand how people use the adjectives in socialising with other people. Keywords: Corpus Linguistics, near synonyms, British National Corpus, Sketch Engine

PROMOTING MIND-MAPPING TECHNIQUE TO IMPROVE NURSING STUDENTS’ WRITING SKILL Yoyok Febrijanto
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

A teacher can use many ways to make students easier to study writing. Mind-mapping is a way to solve problems in writing. This technique is chosen since it has many advantages. The main benefit is that it uses both halves of the brain which makes it easier to remember. Moreover, making mind-mapping is a creative process and a natural way to organize the thoughts and it is widely believed to ease a pathway towards successful communication. Nursing students mostly do not pay attention to their writing skill. There are some indications which show the students’ poor ability in writing, such as; the students do not organize their writing well, their ideas are not coherence, they do not use right tenses in the right context, they have lack of vocabulary and their understanding of mechanic is low. They also think that time for writing is limited. Because of these, they become unmotivated and have low interest in writing. Some students even give up and do not try to solve their problem. In this paper, the writer wants to describe the use of mind-mapping technique to build up a good writing practice as an alternative teaching learning process and to activate the students’ participation in the classroom. Keywords: Mind-Mapping Technique, Writing Skill.

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