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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 134 Documents
 1   2   3   4   5 
THE USE OF SEMANTIC MAPPING TECHNIQUE IN TEACHING READING RECOUNT TEXT Tuti Maslahah Zahro; Etika Rachmawati
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (223.325 KB) | DOI: 10.25157/(jeep).v8i2.6427

Abstract

This study deals with the investigation of semantic mapping technique in teaching reading recount text.  It was intended to find out the teacher’s way in using semantic mapping technique in teaching reading recount text; and students’ perceptions toward the implementation of semantic mapping technique in teaching reading recount text.  In addition, the writer used the theory from Schmitt (2002, p. 44) who explained about teacher’s ways in implementing semantic mapping word technique in teaching reading comprehension. The writer used qualitative research with the type of case study involving an English teachers and the students of eighth grade. To collect the data, classroom observation, interview, and questionnaire were utilized.  The findings indicated that the teacher implemented the steps in conducting semantic mapping strategy as suggested by Schmitt (2002, p. 44. In addition, the students also enjoy the teaching learning process using the technique of semantic mapping. Furthermore, the major conclusion of this study indicated that the teacher was able to apply the semantic mapping technique that encourages the students to develop their reading skill.  Regarding the weakness of this research, the present study did not point out specific factors influencing students’ motivation in learning Semantic mapping. Thus, it is recommended that further researchers should investigate teacher’s perception on implementing the technique of semantic mapping  in the teaching-learning process. Keywords: reading comprehension, recount text, semantic mapping.
EACHING MEDIA “POWTOON” TO ASSIST STUDENTS’ WRITING NARRATIVE TEXT Ai Siti Nurfauziah
Journal of English Education Program (JEEP) Vol 7, No 2 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i2.4242

Abstract

This research explores teaching media “Powtoon” to assist students’ writing narrative text. This research aims to investigate strategies used by the teacher in using media “Powtoon” to assist students’ writing narrative text and to know how the students perceive about the use of media “Powtoon”. It was argued that the use of media “Powtoon” would provide students with powerful tool to use in the classroom. Bowman (2013) arguess that “Powtoon offers teachers more creativity and flexibility in students instruction to help introduce, develop, and reinforce key education concept”. So, this strategy is appropriate for the teacher to invite students’ motivation and participation in learning English especially in assessing writing skill. A qualitative descriptive research was used in this research, and thisresearch was conducted at the tenth grade of Vocational School in Karawang, and took an English teacher who teaches writing class and 18 students as samples which were chosen purposively as the sample of the study. The data were collected by using classroom observation, and interview. The result from this study showed a positive perception through strategies which were used by the teacher and help the students in improving their self confidence in practicing writing. Beside that, the students’ spelling, grammar, content andvocabulary improved because the students feel free in conveying and expressing their idea and some sentences in writing the script of the story helped them in arranging the sentences to make a good sentences. Therefore, the researcher analyzed the students’ interview. Thedata were displayed in four questions.The dominant answer of the students’ interview indicates that they enjoyed and motivated in following teacher’s instruction in every stages of learning process.Keywords: Writing, Narrative Text, Powtoon
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.
MODALITY REALIZED ON HORTATORY EXPOSITION TEXTS USED IN SENIOR HIGH SCHOOL GRADE XI TEXTBOOK Hani Suciati; Bambang Ruby Sugiarto
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (522.934 KB) | DOI: 10.25157/(jeep).v8i1.5212

Abstract

This research is aimed at analyzing types of modality and the interpersonal meaning through modality system realized in hortatory exposition texts that is used by senior high school grade XI textbook. This study employed Systemic Functional Grammar (SFG) based on Halliday and and Matthiessen’s framework since it can seek and identify the level of language structure which makes kinds of meaning. There are five hortatory exposition texts that were analyzed based on modality system and interpersonal meaning. The first finding showed that there was modality system in all of clauses indicating  author’s interpersonal meaning with the use of language value that is different in the texts. The second finding showed that different types of language value and polarity also indicated the author’s interpersonal meaning in the texts. The types of modality which were found in the five texts were dominated by modalization with positive polarity and median value. In addition, this analysis concluded that five texts comprised several modalization and modulation types which occurred in different ranks. This study suggested that further researchers investigate various texts and other aspects of mood and modality. Keywords: hortatory exposition text, interpersonal meaning, modality, textbook
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.
HIGH AND LOW ACHIEVERS’ LEARNING STRATEGIES IN READING COMPREHENSION Iis Nurjanah
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1870

Abstract

This study investigates the language learning strategies use in reading comprehension of 20 EFL students with differing reading achievement at the eleventh grade of two senior high schools in Ciamis. Language learning strategy is the way or trick that employed by the learners as an attempt to solve the problem in their learning. Moreover, it makes the learning faster and easier. By administering questionnaire, conducting interview and using Strategy Inventory for Language Learning (SILL), the study analyzes the high and low achievers’ learning strategies in reading comprehension. The results show that the high achievers are dominant in using affective strategies followed by metacognitive, compensation, social, and memory strategies. On the other hand, the low achievers are dominant in using compensation strategies followed by affective, cognitive, social, metacognitive and memory strategies. The findings indicate that different location, condition, and achievement of school do not relate to the use of broad strategy categories as a whole. The results will become useful feedback for the teachers concerning the importance of knowing and understanding how to help their students in applying strategy in their learning, especially in reading comprehension.
THE USE OF GRAMMARLY TO ENHANCE STUDENTS' ACCURACY IN WRITING DESCRIPTIVE TEXT Aprilia Wismatul Fauziah Hadiat
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.318 KB) | DOI: 10.25157/(jeep).v9i2.8552

Abstract

The purpose of the study is to find out the use of Grammarly to enhance students’ skill in writing descriptive text and to figure out the students’ perceptions on the implementation of Grammarly to enhance the accuracy of writing descriptive text. This case study involves 30 students at class VIII as research participants. The data of this study are gathered from the questionnaire, the interview, and the online classroom observation. The data analysis uses four techniques including the frequency table, content analysis, coding, and triangulation analysis. The findings reveals that the use of Grammarly can enhance the accuracy of writing descriptive text. The findings also shows that most of students give positive perceptions towards the use of Grammarly in writing descriptive text because it can make the students motivated to enhance their writing skill, makes it easy for them to find out the mistakes in writing a text, avoid plagiarism, more thoroughly when there are writing errors, and they are more confident when writing a text using Grammarly.  Finally, future researchers are expected to conduct the research quantitatively with similar topic to enrich this study.
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.
THE IMPLEMENTATION OF EXPERIENCE TEXT RELATIONSHIP (ETR) METHOD FOR TEACHING READING COMPREHENSION IN NARRATIVE TEXT Yanti Susanti
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1861

Abstract

This study reports on the implementation of Experience Text Relationship (ETR) method in teaching reading comprehension in narrative text to junior high school students. The aims of this study were to investigate the teacher ways of using Experience Text Relationship (ETR) method in teaching reading comprehension in narrative text and to examine students’ responses towards the implementation of Experience Text Relationship (ETR) method in learning reading comprehension in narrative text. Eighth grade students of SMP N 7 Ciamis were participated in this study. Moreover, this study employed case study as the research design. The result revealed that the implementation of Experience Text Relationship (ETR) method for teaching reading comprehension in narrative text help the students to comprehending the narrative text. In other words, the implementation of Experience Text Relationship (ETR) method has a significant effect in improving students’ reading comprehension in narrative text on students reading activities. Besides, students responded positively towards the implementation of Experience Text Relationship (ETR) method in their learning. They felt interested and easy to comprehend the text especially narrative text.Keywords: Reading Comprehension, Experience-Text Relationship (ETR) Method, Narrative Text
INVESTIGATING TEACHER’S PREFERENCES ON ONLINE TEACHING APPLICATIONS IN ESP SPEAKING CLASSES DURING COVID 19 PANDEMIC Gunawan Tri Ramdani; Bambang Ruby Sugiarto
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.505 KB) | DOI: 10.25157/(jeep).v9i1.7573

Abstract

This research investigated teachers’ preferences on online teaching applications in ESP speaking classes during COVID-19 pandemic. A case study methodology was used in this research, and data were collected through transcribing and coding with observation and interviews with English teachers. It is analyzed by transcribing and coding with results from observations and interviews with English teachers in one of the Vocational High Schools in Pangandaran. The findings revealed that learning using ESP Speaking class is very important in student activity; so that English teachers must prepare and understand the teaching materials from English teachers that will be carried out. This did not made the students just silent and the gains achieved are stinging because of the lack of readiness of students in active learning in class. The application of ESP speaking classes should emphasize the teacher’s preferences on online teaching applications in ESP speaking classes during COVID-19 pandemic by motivating students.

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