Borneo Journal of English Language Education
Bonjour English is a scientific journal which publishes original articles on the most recent knowlegde, researches, or applied researches and other development in fields of English Language Education, English Linguistics, and English Literature. The journal publishes regularly two times a year ( April and October).
Articles
52 Documents
<![CDATA[EFL TEACHERS’ OF AUTHENTIC WRITING ASSESSMENT PRACTICES IN TEACHING VHS STUDENTS ]]>
<![CDATA[Rahmat, Abiadi]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.825
<![CDATA[Indonesian Minister of Education and Culture regulations no. 66 of 2013 on National Educational Assessment Standards suggests that authentic assessment practices be employed in performing learning assessment in schools. However, former Minister of MONE reveals that many teachers find this a great challenge to them (Kompas.com, 2014). This study explores VHS EFL teachers? authentic writing assessment practices in their classrooms. Twenty EFL marketing teachers from nine VHS in East Jakarta have been involved as respondents for the study. A set of questionnaires for teacher respondents, a checklist for analysis of their lesson-plans, and semi-structured interviews for teacher respective students have been employed to collect data for the study. Discussion on findings of the study will be aimed at mapping the observed authentic writing assessment practices of the target respondents. The data obtained from teachers? questionnaire, students? interview and checklist document analysis, it can be concluded that EFL teachers from nine different vocational schools in teaching marketing students practice authentic assessment for assessing students? output. The type that teachers chose is intensive. It means teachers concern with students? vocabulary and grammar. Then the technique that they provide for assessing students? writing is essay.?]]>
<![CDATA[THE USE OF COLLABORATIVE STRATEGIC READING (CSR) TO IMPROVE STUDENTS’ READING COMPREHENSION IN THE SECOND GRADE STUDENTS OF SMP NEGERI 2 TARAKAN ]]>
<![CDATA[Sawitri, Era]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.826
<![CDATA[The purpose of this study was to look for the effectiveness of using collaborative strategic reading technique to improve reading comprehension of second grade students at SMP Negeri 2 Tarakan. This?? research??? was ??Quasi-Experimental??? design.??? Purposive??? sampling technique? was used to collect the sample.? There were? two classes? obtained? as samples in this research, they were experimental class and control class. Experimental class (VIII C) was treated by using collaborative strategic reading technique. Control class (VIII A) was treated by using cooperative learning technique.? Each? class? consisted? of? 32? students? of? SMP? Negeri? 2? Tarakan? in academic year 2018/2019. The instrument of this research was reading tests that consisted of pre-test and post-test. In analyzing the data, the researcher used an independent sample t-test in the SPSS v.24.0. The? results? show? that there? were? significance? difference? in the students? score of experimental class and the control class. This is indicated by the students? mean score of pretest and posttest. The mean score of the experimental class in pretest was 40.50 and in posttest was 71.75. It was indicated that the mean score in the experimental class has increased to 31.25. The mean score of the control class in pretest was 44.38 and in posttest was 64.13. It was indicated that the mean score in the control class has increased to 19.75. It is proven that the results of the experimental?? class?? were?? higher?? than?? the?? control?? class.?? Results?? from?? the independent sample T-test and T-table from pretest was 1.117 and posttest was 2.335 and the T-table was 1.998 or in pretest was 1.117 < 1.998 and in posttest was 2.335> 1.998. In other words, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The results of data analysis proved that the results? of teaching? reading? comprehension? by using? collaborative? strategic reading technique was higher than by using cooperative learning technique. Based on? the? explanation? above,? it? can? be? concluded? that? the? collaborative? strategic reading?? technique?? was? more?? effective?? than? by? using?? cooperative?? learning technique.]]>
<![CDATA[AN ANALYSIS OF GRAMMATICAL ERROR IN THESIS ABSTRACT OF FACULTY OF AGRICULTURE STUDENTS OF BORNEO TARAKAN UNIVERSITY ]]>
<![CDATA[Luthfiani, Andita]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.827
<![CDATA[The aims of this research are: (1) to identify and describe the types of grammatical error in thesis abstract of Agriculture Faculty students of Borneo Tarakan University, and (2) to describe the possible causes of the grammatical error. This research is a descriptive study. 56 abstracts from year 2016 were taken as the samples. Taking the samples was done in the university library and those were in the form of softcopy. To collect the data, researcher followed some steps; they were identifying, categorizing, and describing the error. To categorize the errors, researcher used Surface Structure Taxonomy (SST) and also used Comparative Analysis Taxonomy (CAT) to analyze the causes of errors. The results of this research show that 2832 errors found in 56 abstracts and those were categorized based on the four types of SST. The errors percentages are 22.2% for omission error, 27.7% for addition error, 18.7% for misordering error, and 31.1% for misformation error. Besides, the errors based on the CAT, it was found that developmental error were 1331 errors, interlingual error were 830 errors, ambiguous error were 435 errors, and other error were 146 errors. From the results, the errors mostly found are misordering error and developmental error.]]>
<![CDATA[UNDERSTANDING FIGURATIVE LANGUAGE IN A LITERARY WORK THROUGH LITERATURE CIRCLE ]]>
<![CDATA[Putra, Oka Rodi]]>;
<![CDATA[Devi, Puspita]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.828
<![CDATA[This article is launched based on the highly seriously significant problems that are faced by the students in literature class. They are dealing with students? interest and motivation in learning literature. Most of students are uninterested in and unmotivated to learn about literature since they find difficulties in understanding figurative language. In fact, students do not get the point on how the figurative language is used to illustrate the implied meaning of the passage. Understanding figurative language can be perfectly retrieved through a cooperative learning, that is, literature circles. Literature circles is a temporary discussion groups between students who have chosen to read the same book in which each of the students has their own roles that differ from one another. When students are given a voice in what they read, they are more likely to learn and enjoy the experience. Additionally, their learning deepens their knowledge and becomes more meaningful to them.]]>
<![CDATA[MINIMIZING PHONOLOGICAL [SUPRASEGMENTAL] ERRORS IN READING ALOUD USING CALED ]]>
<![CDATA[Pariana, I Nengah]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.905
<![CDATA[In order to minimize students? errors in producing their vowel quality, stress, and intonation, a one-shoot action research was employed. The subjects of this study were 10 students of XII Hotel Accommodation who were failed in Reading Aloud competence. By drilling them using CALED, the students? errors in stress and vowel quality have been decresed significantly.? But, intonation produced by students was slightingly still influenced by their Indonesian.]]>
<![CDATA[THE IMPLEMENTATION OF INTERACTIVE LEARNING MEDIA USING MACROMEDIA FLASH FOR PRIMARY EDUCATION IN TARAKAN ]]>
<![CDATA[Vega, Nofvia De]]>;
<![CDATA[Rafiqa, Syarifa]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.823
<![CDATA[The objectives of this research are to describe the implementation of interactive learning media using macromedia flash and to describe the teachers? and students? responds of this interactive learning media using macromedia flash for primary education in Tarakan. The instrument of this research was the researcher herself. The approach used in this study is essentially qualitative with complementary quantitative data. The qualitative research used to see the procedure of the real fact implementing of interactive learning media using macromedia flash for primary education in Tarakan. The supportive quantitative analysis was employ to measure the highest score of teachers? and students? responses in the questionnaire. The data were analyzed by using non-parametric statistics. Meanwhile, qualitative analysis is used to describe the data in words or in making interpretations on the findings based on interview by the teacher and classroom observation checklist. The result showed that media was appropriate to make students? interest in learning English, the media and topics were also related to syllabus such as numbers, alphabet, colors, things, and parts of body. Based on teachers? responses of questionnaire, there are 5 (100%) teachers respectively confirmed option A that they assumed that media is very important and can help them in teaching and learning process especially in English subject. Meanwhile, based on students? responses of questionnaire showed that the highest percentage was 21 (72,44%) students respectively confirmed option A that media can be helped in understanding English language.]]>
<![CDATA[MOTIVATION OF BORNEO TARAKAN UNIVERSITY STUDENTS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE ]]>
<![CDATA[Rianto, Agus]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bjele.v1i1.1106
<![CDATA[ This study aims to analyze the motivation level of Borneo Tarakan University students in learning English as a foreign language. Respondents surveyed in this study amounted to 265 people consisting of 189 female and 76 male students. The instrument used was a questionnaire adopted from the Attitude/Motivation Test Battery (AMTB) developed by Gardner. The results of the study showed that in general the students of Boneo Tarakan University had a high level of motivation in learning English. According to them learning English was important both for integrative and instrumental oriented purposes. There were significant differences between male and female students in the mean scores of integrative motivation and instrumental motivation. However, by English achievement, significant difference was not found in the mean scores of integrative motivation and instrumental motivation. ]]>
<![CDATA[IMPROVING WRITING SKILL OF JUNIOR HIGH SCHOOL STUDENTS THROUGH PICTURE SERIES MEDIA ]]>
<![CDATA[Esti Dwi Oktaviani]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 2 (2019): December ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bjele.v1i2.1153
<![CDATA[This research objective was to find out whether there was any significant difference in students’ writing skill before and after being taught using Picture Series media in learning recount text at Eighth grade students of SMP Negeri 8Tarakan. The design of this research was Pre-Experimental research. The population in this research was all of the eighth grade students at SMP Negeri 8 Tarakan. The sample in this research was 30 students. The sample was chosen by using purposive sampling technique. Class for treatment was VIII-6. It consisted of 30 students. The steps in this research were pretest, treatment, and posttest. In the pretest, the students were asked to write the writing test. After giving the pretest, the researcher gave treatment. The treatment class was taught by using Picture Series media. After giving the treatment, students were asked to write the writing test in posttest. In analyzing the data, the researcher was used paired sample t-test in SPSS 24.0. The result of this research showed that there was different mean score in pretest and posttest. It was proven by the result of the students’ mean score from pretest was 36.27 and 43.20 in the posttest. It means that the improvement of the students’ mean score was 6.93. The result of Paired Sample t-test was 2.119 higher than t-table was 2.045. It means that the students’ writing skill in recount text have an improvement after giving the treatment. The result of sig (2 tailed). 0.000 is lower than 0.05, it means that the Picture Series media can give any contribution to the students’ writing skill. Based on the explanation above, it can be concluded that using Picture Series Media is effective to improve student’s writing skill in recount text. ]]>
<![CDATA[MINIMIZING PHONOLOGICAL [SUPRASEGMENTAL] ERRORS IN READING ALOUD USING CALED ]]>
<![CDATA[I Nengah Pariana]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bonjour election.v1i1.905
<![CDATA[In order to minimize students’ errors in producing their vowel quality, stress, and intonation, a one-shoot action research was employed. The subjects of this study were 10 students of XII Hotel Accommodation who were failed in Reading Aloud competence. By drilling them using CALED, the students’ errors in stress and vowel quality have been decresed significantly. But, intonation produced by students was slightingly still influenced by their Indonesian.]]>
<![CDATA[THE IMPLEMENTATION OF INTERACTIVE LEARNING MEDIA USING MACROMEDIA FLASH FOR PRIMARY EDUCATION IN TARAKAN ]]>
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Syarifa Rafiqa]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bonjour election.v1i1.823
<![CDATA[The objectives of this research are to describe the implementation of interactive learning media using macromedia flash and to describe the teachers’ and students’ responds of this interactive learning media using macromedia flash for primary education in Tarakan. The instrument of this research was the researcher herself. The approach used in this study is essentially qualitative with complementary quantitative data. The qualitative research used to see the procedure of the real fact implementing of interactive learning media using macromedia flash for primary education in Tarakan. The supportive quantitative analysis was employ to measure the highest score of teachers’ and students’ responses in the questionnaire. The data were analyzed by using non-parametric statistics. Meanwhile, qualitative analysis is used to describe the data in words or in making interpretations on the findings based on interview by the teacher and classroom observation checklist. The result showed that media was appropriate to make students’ interest in learning English, the media and topics were also related to syllabus such as numbers, alphabet, colors, things, and parts of body. Based on teachers’ responses of questionnaire, there are 5 (100%) teachers respectively confirmed option A that they assumed that media is very important and can help them in teaching and learning process especially in English subject. Meanwhile, based on students’ responses of questionnaire showed that the highest percentage was 21 (72,44%) students respectively confirmed option A that media can be helped in understanding English language.]]>
