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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 6 Documents
 1 
Search results for , issue "Vol 6, No 1 (2019): Journal Of English Education Program" : 6 Documents clear
THE USE OF FREE WRITING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT Tina Apriyanti
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.1893

Abstract

This paper deals with the analysis of free writing technique in teaching writing narrative text. This study was aimed at investigating the implementation of ree writing technique in teaching writing narrative text, the problem encountered by the teacher in applying free writing technique and the teacher’s way in solving the problems occured in implementing free writing technique. Besides, the writer used a case study design as a research design of the study in order to gained the detail information of free writing technique in teaching writing narrative text. Meanwhile, the population in this study was the entire English teacher in a senior high school consisted of six English teachers. The sample of this study was an English teacher in a senior high school who taught writing narrative text through free writing. In determining the sample, the writer used purposive sampling technique. The instruments used in this study consisted of two instruments including classroom observation and interview. The results of data analysis showed that there were some steps conducting by the teacher in teaching English free writing technique. The first one was explaining the material of narrative text. The second one, after the students understood the material, the teacher encouraged the students to write freely in the groups. The last one, after the students were able to write in groups, the teacher encouraged the student to write a narrative text individually with the role of free writing technique. the teacher found difficulties in answering students’ question about the vocabulary that the students did not know. Furthermore, in solving the problem, the teacher encouraged the students to open the dictionary firstly before asking the words to the teacher. In conclusions, the teaching-learning process of writing throuh free writing technique is unfamiliar in Indonesia. It is somethings new for the indonesian teachers. Despite, its advantages of the implementation of free writing technique in the teaching-learning process gives contributions to the students’ development especially toward students’ achievement in writing. The study suggested to the English teacher, the students and also the researcher for further study. Besides, the further researchers are suggested to use various research instruments to gain the richer data.
AN ANALYISIS OF TECHNIQUES USED IN TRANSLATION OF ARTICLES IN BBC DWI BAHASA INTO BAHASA INDONESIA Fahmi Jagat Pamungkas
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.1851

Abstract

This is a study about an analysis of techniques translation in BBC Dwi Bahasa articles. The aims of this study is to analyze the kind of translation techniques used and the most dominant techniques used by the translator in translating BBC Dwi Bahasa articles into Bahasa Indonesia. The Translation Techniques used in this study are adapted from Molina and Albir in 2002.The method applied in the study is descriptive qualitative. The sources of the data in this study are text articles in BBC Dwi Bahasa. The population was all of articles in BBC Dwi Bahasa. Four articles used as the samples to find out the translation techniques used. The writer used content analysis in finding out the data from the text article. From these data identify the techniques of translation, then based on the translation techniques used can be concluded that the result of the study showed that there were eight translation techniques used by the translators, they are : adaptation with 3 data (3,15%), amplification with 4 data (4,21%), pure borrowing with 7 data (7,36%), naturalized borrowing with 23 data ( 24,21%), calque with 6 data (6,21%), literal translation with 7 data (7,36%), modulation with 16 data (16,85%), reduction with 13 data (13,68%) and transposition with 16 data (16,84%). Borrowing translation was the most dominant techniques used in BBC articles especially naturalized borrowing. Based on the result of the study it is hoped that such translation techniques can be considered by those who want to be the translators. Keywords: translation, translation techniques,source language and target language.
AN ANALYSIS OF TEACHER’S QUESTIONS IN CLASSROOM INTERACTION Wahyudi Wahyudi
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.1894

Abstract

This study investigates  the  question  types  employe  by  an  English teacher and the students respond of the questions asked by the teacher in the classroom. To  get  the  data,  the  researchers  administered  questionnaires  and conducted  classroom  observation. The data were obtained by video recording three meetings of English subject, as well as by given questionnaire to the students. The English teacher and her thirty six students were involved as the participants. The types of question were identified using the theory proposed by Brown (2001). The results that the teacher used six out of seven question types; they were: knowledge (33%), comprehension (38%), application (25%), inference, analysis (2%), and synthesis (2%) questions. Furthermore, comprehension questions were highly employed by the English teacher and used to translating, interpreting or extrapolating knowledge of the students. Finally, the writer drew conclusions that the students in MAN Majenang were less active in responding the teacher’s questions. All of students have similar problem, that was they still afraid to express their though and feeling, including to answer the questions given by the teacher.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY PEER FEEDBACKING AT FACEBOOK GROUP Gilar Ferisa
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.1852

Abstract

The present study deals with improving students’ achievement in writing narrative text by peer feedbacking at facebook group. Peer feedback is feedback that is given by peer. This study was attempted to find out the difference of students’ achievement in writing narrative text between students who are taught by peer feedbacking at facebook group and those who are not. This study also was attempted to find out the students’ responses toward peer feedbacking at facebook group. This study was conducted at the eleventh grade students of SMAN 1 Kawali. The result of computation showed that t-observed was 2.234 and t-table was 2.021 at the level of significance 0.05 and df=38. It means t-observed was higher than t-table. It was enough to accept the alternative hypothesis (H1), that there is a significant difference of students’ achievement in writing narrative text between students who are taught by peer feedbacking at facebook group and those who are not. In qualitative study, the writer administered a questionnaire to the experimental group to discover their responses toward peer feedbacking at facebook group. The result of questionnaire analysis showed that the students gave positive responses toward peer feedbacking at facebook group in learning writing narrative text. The positive responses itself supported the quantitavie result, that peer feedbacking at facebook group improved students’ achievement in writing narrative text.
TEACHER’S SCAFFOLDING TO PROMOTE TEACHING TRANSACTIONAL AND INTERPERSONAL CONVERSATION YULI YULIANTI
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.1895

Abstract

This paper reports the effectiveness of teacher’s scaffolding to promote teaching transactional and interpersonal conversation. This study was aimed at finding out the kinds of scaffolding which are used by the teacher in teaching transactional and interpersonal conversation and the teacher’s reasons of using scaffolding to promote teaching transactional and interpersonal conversation. The study employed a qualitative research design, the writer used a case study as the way to figure out teacher’s scaffolding to promote teaching transactional and interpersonal conversation. The instruments used in this study consisted of two instruments including observation and interview. The findings revealed that the teacher used offering explanations, inviting students’ participation, verifying and clarified student understandings, and modelling to promote students’ conversation. Based on these findings, scaffolding is one of teaching process in order to make students enjoy the teaching and learning. It is aimed at helping students to accomplish their task through scaffold them with various ways. In conclusion, teacher’s scaffolding was helpful and effective to promote teaching transactional and interpersonal conversation.
FLANDERS INTERACTION ANALYSIS (FIA) IN ANALYZING TEACHER-STUDENT INTERACTION IN EFL CLASSROOM BASED ON 2013 CURRICULUM Retna Fauziah Adhitya Rini
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.2923

Abstract

This study investigated teacher-students interaction in EFL classroom that implements 2013 curriculum. This study focused on the kind as well as the characteristic of teacher-students interaction in EFL classroom that implements 2013 curriculum. In analyzing the data, this study was analyzed by means of Flanders Interaction Analysis. Flanders Interaction Analysis is a system that aims to measure the classroom interaction which has 10 categories, namely accepting feeling, praising and encouraging, accepting or using ideas of student, asking questions, lecturing, giving directions, criticizing or justifying authority, student-talk response, student-talk initiation and silence (Walsh, 2011). In this regard, two questions are addressed : 1) What kinds of teacher-students interaction occurred in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis? and 2) What is characteristic of teacher-students interaction reflected in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis?. To obtain the data, classroom observations were conducted in two English classes of Peminatan (Optional) program at the tenth grade in one of Senior High School in Ciamis which implements 2013 curriculum. Then, two English teachers and sixty students were selected purposively. The findings revealed that the kinds of teacher-students interaction occurred in both classes were dominated by teacher talk through emphasizing on asking question. In the case of teacher A, from the total of teacher talk (72.29%), teacher A used asking question (27.56%). While in the case of teacher B, from the total of teacher talk (64.93%), teacher B used asking question (25.97%). In terms of characteristic of teacher-students interaction, the characteristic in both classes was content-cross. In the case of teacher A, the percentage of content-cross was 43.83%, while the percentage of content-cross of teacher B was 38.34%. From the findings above, it could be inferred both teachers used asking questions and lecturing to interact with the students. In line with the implementation of 2013 curriculum, both teachers have not been comprehended the implementation of 2013 curriculum due to the dominance of teacher talk in teacher-student interaction during teaching and learning process. Key words : Flanders Interaction Analysis, Interaction in EFL classroom, 2013 Curriculum

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