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Journal of English Education Program (JEEP)
Published by Universitas Galuh
ISSN : 24604046     EISSN : 28300327     DOI : http://dx.doi.org/10.25157/(jeep)
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of English Education Program (JEEP) focuses on English Teaching and Learning research. This journal includes the following topic areas: 1. English Language Pedagogy 2. ELT Materials Development and Evaluation 3. English Language Assessment 4. Teaching English to Young Learners 5. Language Policy and Planning
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 4 Documents
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Search results for , issue "Vol 1, No 2 (2014): Journal Of English Education Program" : 4 Documents clear
TEACHING READING NARRATIVE TEXT BY USING INDUCTIVE METHOD Ani Nurani Sumantri
Journal of English Education Program (JEEP) Vol 1, No 2 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i2.1837

Abstract

This study deals with teaching reading narrative text by using inductive method. This issue is discussed in accordance with the theories developed by Prince and Felder (2006) state that in inductive method, the teacher starts the lesson from specifics, teacher introduces topics by presenting specific observations or problems, encourage and guide students to discover them underlying principles for themselves. This study was conducted at the eleventh grade of one Senior High School in Ciamis that consist of 37 students. It employed a case study design. The data were obtained from several sources, including classroom observation and the students’ questionnaire. The data from classroom observation were analyzed by classified, coded, interpreted and commented the results of classroom observation from field notes and video recorder in each meeting. In analyzing the questionnaire the writer used display interpretation based on the percentage of the computation which displayed into 10 tables completed with the description and conclusions from each item. These findings revealed that teaching reading narrative text by using inductive method shows the positive results. Most of the students (70,27%) responded that students could learned read narrative text by used inductive method. Based on these findings, it is recommended that inductive method can be used as an alternative way to teach reading narrative text to Senior High School or Junior High School. The teacher at Senior High School should give the students opportunities to try to analyze the text and reading text before the beginning of lesson. In this regard, inductive method can be implemented in teaching reading narrative text to enhance students’ reading ability. Furthermore, this study also improved the students’ social skills such as team works, responsibility, critical thinking and solving problems together.
THE LEARNERS’ PERCEPTION OF PROBLEM-BASED LEARNING EXPERIENCE IN SEMINAR ON ELT CLASS Santi Susanti
Journal of English Education Program (JEEP) Vol 1, No 2 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i2.1838

Abstract

This paper is a descriptive survey study that aims at investigating the learners’ perception of problem-based learning experience in Seminar on ELT Class. Choosing of approach in learning English is very important because it can influence successful language learning. One of appropriate approaches which makes the students be active and productive learners is learner-centered approach (O’Banion (1997, p. 47) as cited in Bista (2000, p. 114), problem-based learning is one of methods from learner-centered approach that is very effective to make the students be active and productive learners because toward this method the students have to solve the problem based on real world so that it can train the students to think critically (Lepinski, 2005, p. 1). The writer gave the students a questionnaire. After distributing that questionnaire, the writer conducted interview. The findings showed that the students can explore their knowledge because toward problem-based learning the students have to search appropriate information to get solution of the problem. The students can increase their skill, such as critical thinking because the students have to think critically to solve the problem based on real world. The students can learn to work together and independently so that the students can share their knowledge. Problem-based learning is one of methods can increase students’ critical thinking besides the students can learn collaboratively and independently. Lecturers should choose appropriate method to reach the purpose of learning, particularly in student-centered learning.Key words : learners, perception, problem-based learning
AN ANALYSIS OF GRAMMATICAL COHESIVE DEVICES IN STUDENTS’WRITING RECOUNT TEXT Shela Rizqi Wiraningsih
Journal of English Education Program (JEEP) Vol 1, No 2 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i2.1839

Abstract

This study investigates grammatical cohesive devices in recount texts written by the tenth grade students of a senior high school in Ciamis. This study was aimed to find out types of grammatical cohesive devices are found in students’ writing recount text and to find out types of grammatical cohesive devices are mostly found in students’ writing recount text. This study was a qualitative study with descriptive method in which the writer gave description and explanation about grammatical cohesive devices found in the students’ recount text.  The data were analyzed through the theory of cohesion by Halliday and Hasan (1976). The 21 students at tenth grade of a senior high school in Ciamis were chosen purposively as the sample because they have learned recount text. The result showed that the types of grammatical cohesive devices found in the students’ recount text were in the form of reference, ellipsis and conjunction. However, there was no substitution found in students’ recount text. As the percentage of reference items is 76%, ellipsis is 2% and conjunction is 22%. It can be concluded that reference becomes the first dominant, conjunction as the second dominant, and ellipsis as the last dominant. This study can give pedagogical implication for English language teaching, especially for, reading and writing class. Key words: Cohesion, cohesive devices, grammatical cohesive devices, recount text
TEACHERS’ STRATEGIES IN IMPLEMENTING FORMATIVE ASSESSMENT IN ENGLISH LANGUAGE TEACHING Riska Yulistiana
Journal of English Education Program (JEEP) Vol 1, No 2 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i2.1840

Abstract

This study is concerned with the issues of formative assessment strategies in English language teaching. Formative assessment has essential role in promoting students’ learning to gain better achievement. It was aimed to know teachers’ strategies in implementing formative assessment and to describe how teachers implemented each strategy in English language teaching. A case study methodology was employed in this research, and the data were collected through classroom observation and interview. The participants of the study consist of two teachers from one of state high school in Ciamis. The data gained was analyzed by using framework of formative assessment strategies proposed by Leahy et al. (2005). The finding revealed that the five strategies of formative assessment were implemented by the English teachers. In addition, there were a variety of ways in its implementation related to the class need. The teachers adjusted to findings information about students’ learning situation as well as an available instructional time. Based on these findings, it is recommended that teachers have to concern about formative assessment in English language teaching. The teachers should be able to implement strategies of formative assessment which is adjusted to the characteristic of students and instructional findings.Key words: Teacher, Strategies, Formative Assessment

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