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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 9 Documents
 1 
Search results for , issue "Vol 7, No 1 (2020): Journal of English Education Program" : 9 Documents clear
THE USE OF SELF-ASSESSMENT TO MINIMIZE STUDENTS’ ERRORS PUNCTUATION IN WRITING NARRATIVE TEXT M. Ihsan Kamil Jihad Hakiki
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4315

Abstract

This research deals with self-assessment that aims at investigating : 1) finding out self-assessment in minimizing students’ errors punctuation of writing, 2) finding out self-assessment strategies used by the students, 3) finding out students’ perception on the use of self-assessment. The research design of the study was a qualitative case study. To collect the data, the observation, interview and questionnaire are used in this research. The participant of the study is consisted of an English teacher and twenty two students Islamic senior high school in Panjalu. The data is analyzed by drawing accurate and valid conclusions by triangulation through different qualitative data collection methods would expose different meaningful issues regarding attitudes of students toward different teaching techniques by Allen, (2006, p.44). The result of this research showed the positive response from the students. The students tell that learning by using self-assessment or reflecting the students’ themselves is very interesting. Also they feel comfortable to study English especially learning punctuation. In conclusion, the use of self-assessment to minimize students’ error punctuation in writing narrative text is more effective in solving their problem in writing in the classroom. In this study, the suggestion is given to the teacher and the students. The teacher is also expected to provide the teaching and learning process like this to motivate and increase the students’ abilities in the learning process. The students are expected to adapt well and make self-assessment to gain experience and learn new knowledge gained from other strategy of learning. Keywords: Self-assessment, punctuation, writing 
THE IMPLEMENTATION OF PEER TUTORING IN LEARNING READING FOR EFL LEARNERS Ade Nursamsul Maarif
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4311

Abstract

EFL learners face difficulties in comprehending the reading skill. This paper reports the implementation of peer tutoring for EFL learners in learning reading and EFL learners’ perception towards the implementation of peer tutoring in learning reading. This research employed qualitative case study design. The research participants were thirty six students’ of the eleventh grade at one of high schools in West Java and a teacher who taught at that class. The data were obtained from several sources, those are classroom observation and questionnaire. In analyzing the classroom observation, the researcher transcribed the result of the classroom observation into words. In analyzing the questionnaire, the researcher used percentage computation from close-ended questionnaire which was displayed into the table completed with the description, categorized and also conclusion for each items. The findings revealed that the teacher implemented peer tutoring in learning reading successfully and followed the appropriate steps, the steps are conducted selection of tutoring pairs, gave a task structure, conducted training sessions, prepared tutoring material, conducted feedback error correction and conducted close teacher monitoring. The result of the research also showed that most of the EFL learners’ perceived that peer tutoring is the appropriate method to be applied in learning reading. The use of peer tutoring could make EFL learners more active in learning process, both peer tutor and tutees played an active role in establishing and fostering a collaborative learning relationship, sharing responsibility for much of their own learning experiences. This research concludes that peer tutoring should be applied as teaching method in learning reading, because the EFL learners feel enjoyed and improved their motivation in learning. Finally, the researcher suggests that peer tutoring could be integrated into other skills such as listening, writing and speaking.Keywords: peer tutoring, learning reading, EFL learners, implementation.
IMPROVING STUDENTS’ WRITING ANALYTICAL EXPOSITION TEXT ABILITY BY USING GENRE-BASED APPROACH Imam Muharrom Nurdiana
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4316

Abstract

In this research, Genre-Based approach was investigated to know about students’ perceptions and teachers’ experiences in improving students’ writing analytical exposition text. Qualitative research was method chosen to be used with case study because this study focused carried out the detailed description of the study.It used three data collection techniques there are interview, observation, and questionnaire. Observation was analyzed by recording the learning activity by using video during the lesson and transcribed it, questionnaire was analyzed by analyzingand generalizing of the data used percentage computation, and interview was analyzed by presentingand translating the interview into English.In this regard, the participants in this study were the eleventh grade at one of senior high school in West Java. In the finding of this study, referring from the observation and interview data, writer concludes the use of Genre-Based approach can motivate students in learning activities, enhance students how to write properly and effectively. Then,based on the data from questionnaire it shows that most of students argued if the used of Genre Based Approach can improve their motivations and abilities in writing analytical exposition text Finally, a suggestion has been provided for future researchers are recommended to conduct the research with the same topic quantitatively to strengthen the finding of this study. Keywords: Writing, Genre-based approach, Analytical exposition text. 
USING HIGHER ORDER QUESTIONS TO STIMULATES STUDENTS’ SPEAKING ACTIVITIES IN STUDENT CENTERED CLASSROOM Ai Erna Dewi
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4312

Abstract

Teacher feedback stipulation is a necessity for students especially in the process of writing. The present study, therefore, aims at 1) Figuring out how the teacher uses higher order questions to stimulate students speaking activities in student centered classroom; and 2) To investigate what classroom activities will be indicative in student centered speaking class by means of higher order questions. The present study implemented case study with the type of observation for the qualitative design. The present study involved 19 students as participants. Classroom observation, questionnaire and teacher interview were carry out to obtain the data in the present study. Afterwards, classroom activities observation and documentation of students’ test were conducted to get the data. Based on the observations result, higher order questions is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to get and convey information, and to obtain feedback from students. Teachers can also use it to communicate with their students.  Effective questioning in class can encourage students to give relative and complete answers. It can activate students’ thought, develop their opinion, express their ideas and discussion class as well, make students active in classroom (student centered) and the teacher as facilitators. Based on these findings, it is recommended that English teachers should be provided with more training on employing of higher order questions to facilitate students’ thinking for themselves and develop the students’ mind by encouraging their English speaking.  Keywords: higher order questions, student centered, speaking activities
VOCATIONAL HIGH SCHOOL TEACHERS DIFFICULTIES IN IMPLEMENTING ASSESSMENT CURRICULUM 2013 IN TEACHING WRITING Lia Lesmanasari
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4317

Abstract

This study deals with the investigation of vocational high school teachers difficulties in implementing assessment curriculum 2013 in teaching writing. It is a descriptive qualitative study in one of the vocational high school in Banjar. In conducting this study the writer used qualitative research in which descriptive study was employed to collect the data from participant in this research, that was an English teacher in vocational high school who implemented assessment in curriculum 2013. Moreover, classroom observation and interview were the instruments used by the writer in collecting the data.  The data obtained from those instruments were analyzed by the writer qualitatively. Based on the data from classroom observation, the teacher implemented ongoing assessment in various ways including homework, class discussion, communicating purposes and learning targets, journal, portfolios, questioning, self-assessment and peer assessment as suggested by Stiggins (2005, p. 26). It means that the teacher implemented ongoing assessment in writing assessment in the contex of curriculum 2013. Furthermore, that the teacher has difficulties in implementing curriculum 2013 such as in developing content, the idea, and the features of curriculum 2013. The strength of curriculum 2013 consisted of some points. First, 2013 curriculum uses a scientific approach.  Second, 2013 curriculum is competency and character based curriculum. Third, many fields of study related to the development of skills which are more appropriate to use the competency approach. On the other hand, the weakness of curriculum 2013 is the competencies which are required in accordance with the development of society, such as character education, environmental awareness, approaches and teaching methods, the balance of soft skills and hard skills, as well as the entrepreneurial spirit, have not been accommodated in the curriculum. Keywords: Vocational high school, assessment, curriculum 2013, writing assessment
UNDERSTANDING NARRATIVE TEXT BY MEANS OF HERRINGBONE TECHNIQUE: EFL STUDENTS’ LEARNING EXPERIENCES AND PERSPECTIVES Ai Tasya Wulan Dini
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4313

Abstract

This article investigates EFL students’ experiences and perspectives in understanding narrative text by means of Herringbone technique. Herringbone is a kind of graphic organizers technique in teaching reading. In accordance with Rhalmi (2017, p.16), graphic organizers is one of teaching reading technique that used to help students construct meaning and visualize how ideas fit together. In this research, Herringbone technique was investigated to know about students’ learning experiences and perspectives in the implementation of it. Qualitative research was method chosen to be used with case study by using multiple instruments or triangulation as data collection techniques there are questionnaire, students’ work, and students’ reflective journal. Questionnaire was analyzed by describing and drawing the conclusion, students’ work was analyzed by checking the students’ answer, and students’ reflective journal was analyzed by describing and drawing the conclusion. In this regard, the participants in this study were twelve students which consisted of six male and six female in one of Islamic junior high schools in Tasikmalaya. In the finding of this study, researcher concludes that the most interesting students’ experiences it were caused by technical factor (group discussion and fishbone diagram). Then, almost all of student (96% students) agreed that by strengthening groups’ discussion and ask a teacher help was the solution to overcome the problem they face during learning process. Lastly, based on students’ perspective, most of students argued if Herringbone technique is success to motivate and help them to understand the text they learnt. The used of Herringbone technique made the students enjoy in learning material of reading narrative text. Finally, a suggestion has been provided for future researchers can develop this study by examining the use of this technique at higher level of education and analyze the students’ perspectives on the use of the technique with different of material. Keywords: Teaching reading technique, Herringbone technique, Narrative text, Perspective.
IMPLEMENTING TWO STAY TWO STRAY MODEL ON LOW MOTIVATED STUDENTS’ CLASSROOM ACTIVE LEARNING Mohamad Akbar Ardiansyah
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4318

Abstract

This paper reports about the implementation of Two Stay Two Stray model on low motivated students' classroom active learning in one of Islamic senior high school, Ciamis. This study focused on the implementation of Two Stay Two Stray model as a teacher strategy in involving students during English learning in the classroom. The purpose of this research were to find out the teacher’s strategy in involving the students by using Cooperative learning of model Two Stay Two Stray, and low motivated students’ perception about the strategies used by the teacher in involving them during English learning activities in class. A case study methodology was used in this research. This research took one class of the tenth grade as the participant, and data were collected trough classroom observation and questionnaire. The findings of this research revealed that the implementation of the Two Stay Two Stray learning model as a teaching strategy is able to involve students in English learning process in the classroom. Cooperative learning of model Two Stay Two Stray is effective to be applied in teaching and learning English in the classroom. Finally, the author provides suggestions of how this model can be an alternative technique for teachers to teach speaking, writing, listening, and reading.Keywords: Two Stay Two Stray (TS - TS) model, Teacher Strategies, Motivation, Active Learning.
EFL LEARNERS’ PERSPECTIVES TOWARDS THE USE OF EDMODO IN THE TEACHING AND LEARNING OF TRANSLATION SUBJECT Gesy Gania
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4314

Abstract

This study is about the use of Edmodo in the teaching and learning of Translation Subject. This study was aimed at investigating the EFL learners' perspectives towards the use of Edmodo in the teaching and learning of Translation Subject and finding out the EFL learners' perspectives on the advantages and disadvantages of the use of Edmodo. This study employed qualitative method with survey design. This study involved 48 participants at fourth-year students of English Department in two universities. The data were collected from closed-ended questionnaire and interview. Based on the result close-ended questionnaire the researcher concluded that the students gave positive perspectives about the use of Edmodo in the teaching and learning of Translation Subject, they assumed that the use of Edmodo in the teaching and learning of Translation Subject really helps them to do some tasks from the lecturer easily and can be implemented anytime and anywhere. From the interview the researchers concluded the advantages that Edmodo helped the users to do the task or share the information, not consuming the time, and they could learn anywhere anytime and not paper consuming. Futhermore, the disadvantages of Edmodo, that Edmodo it’s not too effective for teaching and learning process in Translation Subject. In conclusion, Edmodo will be efficient to access when they have good internet connections. But, Edmodo it’s not too effective for teaching and learning process in Translation Subject because when the teacher gives the materials without explanation, the students will get confused. Finally, this study suggest other researcher to use the results of the study to give more objective data, from many instruments to enrich their research, extend the sample of the study and employ other method and design in order to enrich the data.Keywords: Edmodo, teaching and learning process, Translation Subject
STUDENTS’ PERCEPTIONS TOWARD READING NARRATIVE TEXT BY USING SKIMMING STRATEGY Oping Sofiah
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4321

Abstract

This paper was reports on the students’ perceptions toward reading narrative text by using skimming strategy and the problem solving of skimming strategy in reading narrative text. The method used in this research was qualitative research design focusing on the survey study. The population of this study were the students of tenth grade of an Islamic High School in Ciamis, and the researcher selected all class, which was MIPA 1, MIPA 2, IIK 1, and IPS 1, for a total of 89 students as the sample. The researcher used questionnaire and interview for technique of collecting data. The result of this research revealed that students react positively. From the questionnaire the researcher conluded that the students gave positive perceptions about reading narrative text by using skimming strategy. More significantly, students argue on the problem solving of skimming strategy in reading narrative text that was undertaken by interview. The problem solving of skimming strategy in reading narrative text for students was identifying purposes and organizational patters of texts, was understanding unknown vocabulary from structural clues and word parts, inferring information from the passage, understanding facts and details from the text, defining author’s attitudes, tones, and purposes on the passage. This can be noted that skimming strategy in reading narrative text was effective and efficient to be implementing in teaching English. Keywords: Reading Strategy, Skimming Strategy, Narrative Text, Perceptions. 

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