Jurnal English Education: Jurnal Tadris Bahasa Inggris
English Education: Jurnal Tadris Bahasa Inggris has been published since March 2010 in printed version (pISSN: 2086-6003), June and December 2018 in online version (eISSN: 2580-1449). It is a biannual journal concerning English Language Teaching, English Literature, English Linguistics, Current Issues on English Language Teaching and Trends in Language Teaching.
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<![CDATA[PENTINGNYA MEMAHAMI SIKAP TERHADAP MEMBACA PADA SISWA DALAM PEMBELAJARAN BAHASA ]]>
<![CDATA[Umam, Aguswan Khotibul]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[Positive and favorable behaviour towards reading can encourage students to read. Having a lot of reading activities can enhance reading ability. The students who enjoy readingwill be more often doing reading activity. The activity can promote knowledge and experiences in reading texts that eventually it can increase reading comprehension. Teacher role in the process of establishing positive behaviour towards reading is needed to create joyful circumstances and internalizing the value of reading advantages. If the students have reading skills and find it is convenient to read, they will have more possitive behaviour towards reading. This condition can boost studentsâ reading ability And comprehension.]]>
<![CDATA[THE ESSENCE OF QUESTIONING AND EXPLICIT READING INSTRUCTION STRATEGY ]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[Teacherâs questioning may function to assist students comprehend more readingmaterials and to enable them to be proficient readers. Yet, the students may beless benefited from which if the teacher neither provides sufficient explicit readingstrategy nor involves higher-level questions. Consequently, the teacher should paymore careful attention on the followings: 1) the teacher should involve bothlower-, and higher-level questions; 2) the teacher should equip students withexplicit reading strategy; 3) the teacher should be aware of the activities should beexecuted in reading phases: pre-, during-, and post-reading.]]>
<![CDATA[Readability of Reading Texts in Alexanderâs Practice and Progress: An Integrated Course for Pre Intermediate Students ]]>
<![CDATA[Wijaya, M. Sayid]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[Determining the appropriate reading materials for students is not merely a matter for a teacherâs preference and viewpoint. The teacher must ensure the readability level of reading materials is on the same level as studentsâ since they easily attainthe information depends on the readability of the text. Since there are so many books in bookstores which can be recommended by the teacher as a learning material, Alexanderâs Practice and Progress is the common English book which provides a bunch of reading texts. In this case, this article reviews three readabilitymeasurements: Flesch-KincaidGrade Level, Coleman-Lieu Index, and SMOG, of reading texts provided by Alexanderâs Practice and Progress. Also, to what extent of studentâs level is presented based on those readability measurements.]]>
<![CDATA[PEMEROLEHAN BAHASA AWAL PADA ANAK ]]>
<![CDATA[Muhassin, Mohamad]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[This is a critical review of article entitled Early Language Acquisition on thebook of Psychology of Language by David W. Carroll. The discussion coverstopics such as introduction, pre-linguistic communication, early phonology,acquisition of lexicon, grammar and sign language. Based on the structure andcontent analysis, the article was systematically well-arranged with an interestingpresentation by using dialogs as illustration. Moreover the article was alsoprovided with the valid and authentic data supported by logically strongargumentation and interpretation. Thus this article certainly gives a bigcontribution to the development of psycholinguistics especially in the earlyacquisition of language.]]>
<![CDATA[DEVELOPING INSTRUCTIONAL MATERIAL FOR BIOLOGY EDUCATION DEPARTMENT STUDENTS OF IAIN RADEN INTAN LAMPUNG ]]>
<![CDATA[Hidayat, Agus]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[The purpose of this study is to provide the students and the lecturers with an appropriate instructional material that is in-line with the syllabus and fit the studentsâ needs. The research was conducted using the procedures of research and development (R&D) that consist of need assessment, planning, material development, evaluation and revision, field testing, and the last is final productrevision. The data were collected through interview, questionnaire, observation, field notes, and expert validation. The result of the research is that the product of the research is developed into ten units. Each unit was developed to contain three main sections, namely, reading section, grammar section, and speaking section. The instructional material also contains various exercises both written and spoken so that the students could be actively involved in the teaching and learning activities. The media included in the instructional material was selected to help the students in learning by providing media in multimedia format in theform of videos, songs, and dialogues and monologues. Students also could access websites that are suggested in the instructional material that contain online English games and additional materials.]]>
<![CDATA[THE EFFECTIVENESS OF USING ELECTRONIC DICTIONARY TO TEACH VOCABULARY VIEWED FROM STUDENTSâ SELF-EFFICACY ]]>
<![CDATA[Rohmatillah, Rohmatillah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[The objectives of the research are to find out whether: (1) Electronic Dictionary ismore effective than Printed Dictionary in teaching Vocabulary; (2) the studentswith high level of self-efficacy have better vocabulary mastery than those withlow level of self-efficacy; and (3) there is an interaction between teachingmedia and studentsâ self-efficacy. The experimental research was carried out atInstitut Agama Islam Negeri Raden Intan, Lampung in the Academic Year of2012/2013, from October to December 2012. The samples which took two classeswere done using cluster random sampling technique. Each class was divided intotwo groups students who have high and low self-efficacy. The techniques whichwere used to collect the data were questionnaire and vocabulary test. The twoinstruments were tried out to obtain valid and reliable items. The researcheranalyzed the data using ANOVA or analysis of variance and Tukey test. Theresult of research findings leads to the conclusion that: (1) using electronicdictionary is more effective than printed dictionary to teach vocabulary for thefirst semester students of English Education of Institut Agama Islam NegeriRaden Intan, Lampung; (2) students having high self-efficacy have bettervocabulary mastery than students having low self-efficacy; and (3) there is aninteraction between teaching media and self-efficacy. Results indicated that anElectronic Dictionary is an effective learning tool that can enhance vocabularylearning.]]>
<![CDATA[AN ANALYSIS OF THE CULTURALLY-BOUND EXPRESSIONS IN THE ENGLISH TRANSLATION VERSION OF AHMAD TOHARIâS RONGGENG DUKUH PARUH ]]>
<![CDATA[Rini, Yulan Puspita]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[This study aims at identifying the culturally-bound expressions in the Englishtranslation version of Ahmad Tohariâs Ronggeng Dukuh Parukin terms of techniques totranslate the culturally-bound expressions and their meaning equivalence.This study uses a qualitative approach. The objects of this study are culturally-bound expressions in the form of words, phrases and clauses. The researcher becomes the primary instrument of this study. The secondary instrument is data sheets. In translating the culturally-bound expressions, the translator uses five techniques to solve the cultural gap between the source and target languages. The techniques can bridge the cultural gap]]>
<![CDATA[THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING ENGLISH GRAMMAR VIEWED FROM STUDENTSâ ATTITUDE ]]>
<![CDATA[Kurniawati, Dewi]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[The research aims at investigating the effect of using YouTube video inteaching English grammar. The research was conducted at the English EducationProgram in Lampung in 2012. The population was all of the first semesterstudents of English Education Program. The sample of the study consisted of 72students distributed randomly on one experimental class who was taught by usingYouTube video and one class as control class who was taught by using textbooks.The instruments for collecting the data were a questionnaire on studentsâ attitudeto find out the students who have positive and and negative attitude, and agrammar test to find out the studentsâ achievement in learning grammar.Analysing data using ANOVA or analysis of variance and Tukey test leads to theconclusion that: (1) YouTube video as media ( = 27.75) is more effective thantextbooks ( =24.41) to teach grammar; (2) the students who have positive attitudehave higher achievement ( =29.11) than those who have negative attitude( =23.05); and (3) there is an interaction between teaching media and studentsâattitude.]]>
<![CDATA[INCREASING STUDENTSâ READING COMPREHENSION BY USING JIGSAW TECHNIQUE ]]>
<![CDATA[Ifrianti, Syofnidah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[The objective of the research is to find out whether jigsaw technique can increase studentsâ reading comprehension on fifth semester of English Education Program Study of Tarbiyah and Teacher Training Faculty, State Institute for Islamic Studies Raden Intan Lampung.This was a Classroom Action Research (CAR) which was conducted in twocycles. There were three meetings for each cycle. Not only teacherâs activity, but also studentsâ activity which were observed during the implementation of jigsaw technique in reading class. Finally, to know the increase of studentsâ achievement the researcher used reading comprehension test. The test was given at the end of each cycle.Result of the test which was given at the end of cycle 1 showed that there were 24 students or 71% of all who got higher score and 10 students or 29% of all who got lower score. Since the target of this research had not been reached, then the research was continued to cycle 2. Result of the test which was given at the end of cycle 2 showed that there were 30 students or 88% of all who got higher score. On the contrary, only 4 students or 12% of all who got lower score. Thus, this research was stopped because the target has been reached. Thus, the conclusion of this research was: Jigsaw technique can increase studentsâ reading comprehension on fifth semester of English Education Program Study of Tarbiyah and Teacher Training Faculty, State Institute for Islamic Studies Raden Intan Lampung, in academic year 2013/2014.]]>
<![CDATA[THE INFLUENCE OF USING WH-QUESTION AS TEACHING GUIDANCE TOWARD THE STUDENTSâ ABILITY IN WRITING RECOUNT-TEXT ]]>
<![CDATA[Sujarwati, Iis]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 5, No 1 (2013): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[English Education Department of Tarbiyah & Teacher Training Faculty of UIN Lampung ]]>
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<![CDATA[The objectives of this research were (1) to know about the studentsâ ability inwriting recount text after being taught without using wh-question as teaching guidance,(2) To know the studentsâ ability in writing recount text after being taught by using Whquestion as teaching guidance, and (3) To know whether there is a significantimprovement of the studentsâ ability in writing recount text who taught by using whquestion.The hypothesis of the research are (1) There is no significant improvement of thestudentsâ ability in writing recount text who taught by using wh-question (H0) and (2)There is a significant improvement of the studentsâ ability in writing recount text whotaught by using wh-question (H1).This research is using an experimental design and quantitative method. Incollecting the data, the researcher used pre-test and post-test. The hypothesis was testedby using t-test.The research findings have shown the result of control class which is theiraverage score at pre-test is 55, 51. Then, their score at post test is 60, 89. Meanwhile, theresult of experimental class showed an improvement score from 55, 7 at pre-test andbecame 69, 28 at post-test.By seeing the result of hypothesis testing, it is gained that at the significant levelof 0.05 (5%) t-ratio (4.09) is higher than t-table (2.00) or 4.09 > 2.00, so that H0 is rejectedand H1 is accepted. Therefore, the hypothesis of this research is proved.]]>
