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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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Improving Students’ Reading Competence through DRTA ( Directed Reading Thinking Activity) Technique: A Classroom Action Research in the Seventh Semester Students of D-IV Midwifery Program of Health Sciences Faculty of Kadiri University 2015/2016 Pamadya Vitasmoro
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

The objectives of the research are to know whether DRTA technique can improve students’ reading competence or not, to know what are the students’ response to the DRTA technique and to evaluate the strengths and weakness of the DRTA technique when it is applied in teaching reading. The research was conducted in D-IV Midwifery Program of Health Sciences Faculty of Kadiri University August to November 2015. The subject of the research is the students of D-IV Midwifery students of Health Sciences Faculty of Kadiri University. The method of research is classroom action research and conducted in three cycles. Each cycle consists of planning, acting, observing, and reflecting. In collecting the data, the researcher collected both qualitative and quantitative data. To obtain the quantitative data the researcher administered the result of pre test and post tense. In finding the qualitative data, the researcher and collaborative teacher observed directly the teaching in the classroom, interviewed the teacher and students, did questionnaire and also used photograph. The quantitative data were analyzed using the mean score. Questionnaire data collected usually answer respondents frequency of items alternatives by Likert Scale and score scale for observation. The research findings show that DRTA technique is an appropriate technique which can improve student’s reading competence. First, DRTA can activate the students’ background knowledge related to the topic. Second, various activities in DRTA technique can enhance students’ confidence and motivation to have reading competence. Third, DRTA technique can guide the students to comprehend an overall description about the text. The improvement of reading competence can be seen from the result of pre- test which has the mean score 56.17, post test 1 is 67.11, post test 2 is 72.62 and post test 3 is 76.15. Some recommendations are made based on the research findings: (1) for English lecturer to use DRTA technique as one of alternative way of improving student’s reading competence (2) for the students to eliminate their fear of making mistakes in giving ideas and comprehending the passage Keywords : Reading Competence, DRTA Technique

THE POWER OF STORY TELLING IN TEACHING SPEAKING Jundullah Faris Mu`tashim; Ahmad Syafi'i
English Education:Journal of English Teaching and Research Vol 3 No 1 (2018): English Education
Publisher : Universitas Nusantara PGRI Kediri

ABSTRACT In Indonesia, learning English language is needed. Indonesia as a develop country realize the important of speaking English. Therefore in Indonesia, English lesson also put in curriculum. The purpose of speaking English is challenging, but this is not easy thing. The students should face some problem in learn speaking. The activity inside the classroom is bored. So, the teacher try to find the alternative way. Storytelling is one of the method in teaching. Story telling is one of the teaching speaking media in English language education. This media will help teacher to deliver material. According Sundmark (2014) and Remi (2011), storytelling has potential means to increase children language skills.

The Influence of Using Talking Stick Technique to the Speaking Ability of Eleventh Grade Students at SMAN 1 GondangNganjuk Widiya Sari
English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

The aims of this research were to find out there was a significant influence of students’ speaking ability before and after being taught use talking stick technique. The sample of this research was class XI IPS 4 of the second grade at SMAN 1 GondangNganjuk in the academic year 2014/2015. The research applied one group pre-test post-test design. The result of the speaking ability by using talking stick technique type of cooperative learning showed that there was a significant influence on students’ speaking ability. The average of post-test score (73.25) was higher than that of pre-test (50.52), and it has gain 22.73. It means that there is an influence of using talking stick technique to the speaking ability of eleventh grade students at SMAN 1 GondangNganjuk in academic year 2014/2015.

Students’ Responses to Teacher’s Corrective Feedback in Foreign Language Writing: A Case for Nursing Students at STIKES Baptist Hospital Kediri ASEF WILDAN MUNFADLILA; Niken Ayu Pupitasari; Yoyok Febrijanto
English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education
Publisher : Universitas Nusantara PGRI Kediri

Abstract The aim of this study was to describe the students’ response to teacher’s corrective feedback in foreign language writing: a case for nursing students at STIKES Baptist Hospital Kediri. This research used descriptive qualitative approach as its design. The subject was 24 students of second semester of Diploma III. Documentation and interview used for collecting data aboutthe teacher’s corrective feedback, questionnaire used for collecting data about students’ response in terms of attitude to teacher’scorrective feedback, questionnaire and documentation used for collecting data about students’ response in terms of action. The data analysis was based on three concurrent flows of activities.They were: data reduction, data display, and conclusion.The result of this study showed that the teacher gave direct corrective feedback in students’ foreign language writing by circling the students’ errors and providing the correct answer. The teacher’s gave direct corrective feedback on the students’ error in grammar, spelling, punctuation, capitalization, preposition, article and content.The students have positive responses towards the teacher’s corrective feedback by remembering their grammar mistakes. It is supported by the data from questionnaire for students’ attitude that showed most of students agreed that the teacher should point out grammar errors. Most of the students believe that correction on their writing task is useful.Most of students say that they feel more motivated to go on learning when the teacher corrects their error in writing. They also showed positive response when most of the students answered that they will revise their writing if their errors are corrected by the teacher and choose for direct corrective feedback. From the research findings, it can be concluded that most of the students have positive attitude to teacher’s corrective feedback.

IMPROVING STUDENTS’ SPEAKING COMPETENCE THROUGH SIMULATION TECHNIQUE: A Classroom Action Research in the Third Semester Students of Management Department of Economics Faculty, Kadiri University Pamadya Vitasmoro
English Education:Journal of English Teaching and Research Vol 2 No 1 (2017): English Education
Publisher : Universitas Nusantara PGRI Kediri

This research aims at observing the implementation of simulation teaching technique to the teaching of English speaking at Management Program of Economics Faculty of Kadiri University and its effect upon the students’ learning. The research was conducted for the third semester students. In this research, the problems refers to their speaking competence is still low. Related to the above problem, the writer thinks that simulation teaching technique is the most appropriate one that can be used to increase their motivation to study English especially English speaking. The research methodology included setting and time of the research, the subject of the research, the procedure of the research, technique of collecting the data, and technique of analyzing the data. The writer divided the action into two cycles and carried out in four steps namely action plan, action implementation, observation, and reflection. The cycles were determined at the time of implementation in which after looking the result of the first cycle, then followed by the next cycles to see the consistency of the significant data. The result of the implementation showed that the use of simulation improved and enhanced the students’ English speaking competence. Based on the above result, it could be concluded that the use of simulation teaching technique really improved the students’ achievement in learning English especially in English speaking. Related to the research findings above, the writer wanted to recognize the most appropriate teaching technique. Secondly, create the most appropriate approach to make the students not to be shy, nervous, and afraid to make mistakes, or even feel inferior to communicate with others in English. The last, create an interesting and enjoyable atmosphere during the class activity in order to make the students easier and more bravery to express their own English orally.

TEACHING READING USING AUTENTIC MATERIALS Mahendra Puji Permana Aji
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Reading a foreign written text may arise many problems to the students. During teaching learning process, most of the students think that it is difficult to master reading skill because when they discuss about reading a text they usually get bored. The material becomes big problem because the text is too long and it uses difficult vocabularies. Teaching reading can means the activity of language by encouraging skimming, scanning, predicting, and activating schemata. There are three steps of teaching reading, they are pre reading, whilst reading and post reading. In teaching reading there are three process of reading, they are top-down processing, bottom-up processing and interactive reading. Reading material that can be used is authentic material, authentic material is materials written or spoken language that is produced in real communication and not for purpose of language teaching for example newspapers, magazines, TV programs, movies, songs and literature. This is a qualitative research. The data was obtained from observation, interview and documentation. The writer collects the data by preparing the instrument, observing the reading class, interviewing the teacher and collecting written document used. The result of the research shows that the materials used by the teacher to teach reading are articles taken from some foreign magazines and online news from the internet because it contains materials about many things related to real life which would make students interested in reading the text. So it can be concluded that the teaching learning process of reading class runs effectively. The teacher uses steps that make the students understand the materials easily. Keywords: Authentic material, Reading, Teaching

THE IMPLEMENTATION OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) AND AUTHENTIC MATERIALS (AMs) TO IMPROVE STUDENTS’ LISTENING SKILL Dzurriyyatun Ni'mah; Febti Ismiatun; Kurniasih Kurniasih
English Education:Journal of English Teaching and Research Vol 3 No 2 (2018): English Education
Publisher : Universitas Nusantara PGRI Kediri

Abstract This action research focuses on how the integration of Students Team Achievement Divisions (STAD) and Authentic Materials (AMs) can improve students’ listening skill. The researchers believed that STAD and AMs help students to understand spoken English easily. Moreover, STAD allows the students to work cooperatively before they do the test individually, and AMs provide rich context materials. The research was conducted to the students of second semester English Department, University of Islam Malang and was carried out in two cycles. In the first cycle, only 46% of the students achieved the criteria of success, and in the second cycle, the result showed that the 71% of the students scored ≥75. Keywords: listening skill, Student Teams Achievement Division (STAD), Authentic Materials (AMs)

Do Bamboo Dancing Technique Affect the Students’ Speaking Ability? Jeri Pitanto
English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

The problems of this research were to know the students’ speaking ability before and after they taught by use bamboo dancing technique. This experimental research was conducted at the XI IPS 3, consists of 28 students, eleventh grade at SMAN 1 GondangNganjuk in academic year 2014/2015. The research data were collected using pre test and post test. The research results showed that the students’ score of pre test is 1576. The mean of students score of pre test is 56.28 and the students’ speaking ability after taught by using bamboo dancing technique is better more than before taught. Because the students’ score in post test is 2292 and the mean of students’ score in post test is 81.85. It can be said that the students’ score is increasing after they are taught by using bamboo dancing technique in teaching speaking. The t-score computation showed that the t-score is 19.196 at degree of freedom 27 and t-table is 2,771 at the level of significance 1% and 2,052 at the level of significance 5%. It means that t-score (19,196) > t-table at the level of significance 1% (2,771) and t-score (19,196) < t-table at the level of significant 5% (2,052). So the t-score is higher than t-table in significance 1% and 5%. Therefore, the alternative hypothesis (Ha) is accepted and null hypothesis is rejected. It can be concluded that teaching speaking using bamboo dancing technique has significant effect to the student’s speaking ability

TEACHING ENGLISH TO YOUNG LEARNERS Dwi Warry Octaviana
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

ABSTRACT Learning English is vital skills that will help children achieve their full potential in later life. If they have the right techniques, they can learn English quickly and effectively. So, it is important that they have to learn English which is practical and useful. Learning should not be stressful for children. It should be fun and stimulating. Their studies should make reading, listening, and speaking in English come naturally. As their confidence develops, they will learn more and use English to a more challenging level. This paper discusses about some resources for EFL teachers to facilitate the children in learning a foreign language. These are purposed for them to be able to teach effectively with the fun and variety that children need. The last part, this paper tells about how to ensure the children learn English using simple techniques that will absolutely make the teachers’ job more fun and satisfying. Also, it will be expected that the teachers will have enough fresh ideas to be the most inspiring teachers that they possibly can.

EDMODO VIRTUAL LEARNING ENVIRONMENTS IN TEACHING ENGLISH Mahendra Puji Permana Aji
English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

In recent years, the integration of Information and Communication Technology (ICT), especially the internet, in teaching and learning process becomes an essential part of the teachers’ duties. As a teacher, we should be able to integrate the internet in teaching and learning process and purpose of this new medium as potential source to our students to improve their English competence. One of the internet facilities is Edmodo. It refers to as with any social network, can be used as a place to post and critique work, facilitate collaboration, and post creative material for an audience. The activities are not only focused on the students and teacher, but also the parents too. Parents can also view this Edmodo, either under their child's username or they may create their own account. Drawing from author’s experience in integrating Edmodo into his class for first and third year’s students of English Study Program, University of Nusantara PGRI Kediri, this paper attempts to demonstrate some potential uses of Edmodo in teaching learning process. Some pedagogical implications are further discussed. Using these Edmodo,it is expected that students will develop their English skills as well as have a lot of fun.

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