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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 5 Documents
 1 
Search results for , issue "Vol 6, No 2 (2019): Journal of English Education Program" : 5 Documents clear
Teachers Questioning Techniques for Classroom Interaction In English Speaking Class Erna Irmayanti
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.251

Abstract

English is a main subject in Chinese English classes, which requires plenty of practice, needs cooperation between theteacher and students in class to jointly fulfill the verbal communication and the teaching-learning procedure. Classroom questioning, the skill of the elicitation method of teaching that is student-oriented and advocated today, gives an incentive to communicative activities in English. Raising questions effectively is a major method of the teacher who guides his students to think actively, fostering students’ ability of analysis and creation. It is also an essential way for the teacher to output information and obtain feedback, and an important channel to exchange ideas between the teacher and students. Therefore, the teacher must pay great attention to the skill of asking questions in English class. Each question must be presented to accomplish the teaching objective and task. Only in this way may the English teachers ask question effectively and improve the skill of questioning so as to make contribution to our Chinese English education. To begin with some elemental definitions, this paper discusses some basic knowledge of questions, and then explores the skill of questioning in English class about the preparing, designing, controlling and evaluating of questioning. Finally the benefit of the skill is studied with abundant teaching cases. The paper analyzes tentative in English class by integrating theory with practice. Thus, the skills of questioning are further understood in English classes.Keywords: English teaching, Questioning, Skills, Interaction teaching.
THE USE OF TEAM GAME TOURNAMENT (TGT) IN TEACHING SPEAKING ABILITY Disti Meina
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.1842

Abstract

This  study  reported  on  the  use  of  Team  Game  Tournament  (TGT)  technique  in teaching speaking ability at the eighth grade of a junior high school. Team Game Tournament (TGT) technique is one of teaching technique in cooperative learning that  involves  four  stages:  teaching,  learning  team,  tournament,  and  recognition team   (Slavin,   2005).   This   study   was   conducted   in   qualitative   approach, particularly   case   study.   To   get   the   data,   the   writer   administered   classroom  observation in four sessions and interview to an English teacher and five students at the eighth grade of a junior high school in Ciamis regency. The results showed  that  based  on  classroom  observation  and  intervie w,  the  use  of  Team  Game Tournament (TGT) technique was useful to teach speaking ability;  Besides,  Team  Game Tournament  (TGT)  technique  could  make  the  classroom  activities  become  more active. Then, according to the data interview to the teacher, the teacher‟s reasons to choose Team Game Tournament (TGT) technique were the students could more increase their speaking and although Team Game Tournament (TGT) technique is team,  but  the  students  competed  with  each  other.  Hence,  based  on  classroom observation and interview to five students, the students gave positive responds in learning speaking through Team Game Tournament (TGT) technique, because the students   interested   in   Team   Game   Tournament   (TGT)   technique.   Based   on findings above, it is recommended that Team Game Tournament (TGT) technique can be used for the teacher to improve students’ speaking ability. Key   words:   teaching   speaking,   technique   in   teaching   speaking,   cooperative learning, Team Game Tournament (TGT),
AN ANALYSIS OF THEME SYSTEM IN THE THREE TEXTS FROM ALEXANDER’S “DEVELOPING SKILLS” Erna Rosmaida
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.1849

Abstract

This study will explore kinds of theme are found in the three texts and textual meaning which was created through the aplication of theme system in the three texts from the textbook entittled “Developing Skills” written by L.G. Alexander. This study employed a qualitative and discourse analysis as research design. The population of this study was all the text from “Developing Skills”. The findings revealed that kinds of theme system emerged in the first text was topical (unmarked and marked) and textual themes; in the second text also kinds of theme system was topical (unmarked and marked) and textual theme; and in the last text was topical (unmarked and marked), textual and interpersonal themes. All the texts dominated by topical unmarked theme. Textual meaning was created through the application of all theme system in the three texts that the author created coherent and cohesive texts. All of his texts were well- organized and focused. Based on the findings, it is recommended that theme – rheme be introduced and applied in the educational field because it can improve student’s skills, specifically reading and writing skills. Keywords: Systemic Functiona Grammar Perspective, Textual Meaning, Theme-Rheme, Discourse Analysis
THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) IN GUIDING STUDENTS’ CRITICAL THINKING Anggi Kharisma Dewi
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.2921

Abstract

This paper was aimed at finding out the process of the implementation of Problem-Based Learning (PBL) in guiding students’ critical thinking, the lecturer's beliefs toward the use of Problem-Based Learning (PBL) in guiding students' critical thinking, and the students' perception toward the use of Problem-Based Learning (PBL) in guiding their critical thinking. This study employed a qualitative study that was designed as a case study. The writer took the third grade students of English education program of a private university in West Java that consisted of thirty-four students and a lecturer as a sample purposively. The findings revealed that there are several stages that can guide the students’ critical thinking and encourage the effective teaching and learning process. Moreover, the role of the lecturer in PBL class is just as a facilitator who encourages the students to use their thinking totally. Furthermore, the lecturer believed that he has opportunities to guide the students’ critical thinking. In addition, generally the students perceive that their critical thinking have been guided since they have been taught by means of Problem-Based Learning (PBL). However, in that process the students and the lecturer still find challenge; particularly it is caused by the lack of information. Based on these findings, it is recommended that the lecturer should implement the appropriate method to conduct the teaching and learning process in order to guide students’ critical thinking; moreover to create an effective teaching and learning process. Key words:    Problem-based learning (PBL), lecturer’s beliefs, students’ perception.
THE IMPLEMENTATION OF CRITICAL READING IN THE CLASSROOM Rita Risnawati
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.2922

Abstract

This paper aims to know the implementation of critical reading in the classroom. Critical reading is a skill highly necessitated in both academic and everyday lives. A critical reader is able to detect bias, prejudice, misleading opinion, and illogical conclusions, in a text. As a reading skill which involves critical thinking competence, critical reading can be defined as the process of understanding, questioning, and evaluating a text, which is carried out actively and consciously, in order to well assess the accuracy and validity of a writer’s ideas. As a skill, critical reading could be developed through learning and practices. To know their problems, the researcher proposes a research question: How is critical reading implemented in the classroom? What are the students’ perception toward the implementation of critical reading in the classroom? To get the data the researcher used two instruments Observation and close- ended Questionnaires. The writer takes one English teacher and students of Eleventh grade in Senior High School consisted 28 of students. To interpret the data, the writer uses qualitative design particularly case study design. The result in this study it was concluded that the process of the implementation of critical reading consists of three stages such as pre-reading stage, while- reading stage and post reading stage. The process of the implementation of critical reading worked well, the learning process was effective, the students are more motivated to learn and critical reading process can improve students' reading ability and the student look like enjoy learning using critical reading. 

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