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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 149 Documents
 2   3   4   5   6 
The Use of Songs in Increasing Students’ Understanding of Figurative Language S Salwa; Ayu Liskinasih
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3443

Abstract

ABSTRACT This study aims at investigating the perceptions of students at Kanjuruhan University of Malang about the use of songs as supplementary materials in understanding the meanings of figurative language such as metaphor, hyperbole, personification, etc. This study employed a mixed-methods approach. The data were collected through questionnaire, video-recording and focus-group discussion. The participants of this study were 30 students attending vocabulary class in the third semester. The results of this data analysis showed that most of the students (85%) have positive attitudes towards the use of songs as considerable media to help them understand the meanings of figurative language and improve their motivation in learning English. It is hoped that English lecturers will use songs as one of interesting techniques in teaching figurative language, so that students will be more interested in analyzing figurative language using authentic-based materials. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan secara rinci bagaimana pembelajaran bahasa kiasan (figurative language) seperti metafora, hiperbola, personifikasi, dsb agar dapat lebih mudah dimengerti oleh para mahasiswa, melalui media lagu sebagai materi tambahan (supplementary materials). Metode penelitian ini adalah mixed-method. Peneliti menggunakan beberapa instrumen penelitian yaitu kuesioner, observasi, rekaman video dan juga focus- group discussion yang dilakukan pada para participant yaitu 30 mahasiswa semester tiga yang menempuh mata kuliah Vocabulary pada jurusan pendidikan Bahasa Inggris Universitas Kanjuruhan Malang. Hasil dari penelitian ini menunjukkan bahwasanya para mahasiswa (85%)  memiliki persepsi dan sikap yang positif terhadap penggunaan lagu dalam pembelajaran Figurative language. Pembelajaran dengan menggunaan media lagu ini juga dapat meningkatkan motivasi mahasiswa dalam mempelajari Figurative language. Penelitian ini secara teori dapat menambah variasi metode pembelajaran Figurative language sehingga diharapkan para dosen pengajar mata kuliah vocabulary serta mata kuliah Intro to literature (pendekatan sastra)  dapat menerapkan metode ini didalam kelas sehingga dapat meningkatkan motivasi mahasiswa dalam mempelajari bahasa Inggris sebagai bahasa asing melalui  media otentik seperti lagu. How to Cite: Salwa. Liskinasih, A. (2016). The Use of Songs in Increasing Students’ Understanding of Figurative Language. IJEE (Indonesian Journal of English Education), 3(1), 75-88. doi:10.15408/ijee.v3 i1.3443 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3443
THE EFFECTIVENESS OF DIALOGUE JOURNALS IN IMPROVING THE SKILL IN WRITING NARRATIVE TEXTS Ali Mukti
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3444

Abstract

ABSTRACT This study was conducted to investigate the effectiveness of dialogue journals technique in improving students’ skill in writing narrative texts. The subjects were the year-12 of IPA students of MAN 3 Malang in the academic year 2008-2009. This study involved two intact groups of students. The experimental group was given weekly journal writing, while the control group followed the regular writing. At the end of the treatment, a writing test on narrative was assigned and the students’ works were scored using ESL Composition Profile. The result of analysis using ANCOVA indicated that not all of the mean score of writing components of the two groups were significantly different. However, the mean score of holistic aspects was significantly different. Besides, students’ responses showed a positive evaluation on the implementation of dialogue journals technique. ABSTRAK Penelitian ini dilakukan untuk meneliti keefektifan teknik dialogue journal dalam meningkatkan keterampilan siswa menulis teks naratif. Subyek penelitian ini adalah siswa kelas XII IPA MAN 3 Malang tahun pelajaran 2008-2009. Penelitian ini melibatkan dua kelompok siswa. Kelompok eksperimen diminta untuk menulis dan mengumpulkan  jurnal tiap pekan sementara kelompok control tetap mengikuti pelajaran menulis seperti biasa. Pada akhir perlakuan, kedua kelompok siswa diminta menulis teks naratif yang kemudian dinilai menggunakan ESL Composition Profile. Setelah dianalisa menggunakan ANCOVA,  hasilnya menunjukkan bahwa tidak semua nilai rerata dari tiap komponen menulis kedua kelompok berbeda secara signifikan. Akan tetapi, nilai rerata aspek secara keseluruhan berbeda secara signifikan. Disamping itu, siswa menanggapi positif terhadap penggunaan teknik dialogue journal. How to Cite: Mukti, A. (2016). The Effectiveness of Dialogue Journals in Improving  the Skill in Writing Narrative Texts. IJEE (Indonesian Journal of English Education), 3(1), 1-14 doi:10.15408/ijee.v3i1.3444 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3444
The Effect of Group Investigation and Learning Style on Students’ Writing of Analytical Exposition Bambang Untoro
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3445

Abstract

ABSTRACT This study aimed to investigate the influence of group investigation, the difference between auditory and visual students, and the interaction between group investigation and learning style on students’ writing of analytical exposition. It was a quasi-experimental conducted for the second graders of SMA Islam Al-Azhar BSD. The findings revealed that there was an influence of group investigation on students’ writing of analytical exposition. The writing of students that experienced the group investigation model was better than those who had the conventional one. There was a significant difference between auditory students and visual students on their writing of analytical exposition. In both groups, the visual students had better achievement than the auditory ones. However, the visual and auditory students in experimental group had higher improvement. There was also a significant interaction between group investigation and learning style on students’ writing of analytical exposition. It could be concluded that applying a group investigation model was recommended in teaching writing of analytical exposition. ABSTRAK Penelitian ini bertujuan untuk menyelidiki pengaruh model pembelajaran investigasi kelompok, perbedaan antara siswa bergaya belajar audio dan visual, dan interaksi antara model investigasi kelompok dan gaya belajar terhadap kemampuan menulis analytical exposition siswa. Penelitian ini merupakan eksperimen semu yang dilakukan pada siswa kelas XI SMA Islam Al-Azhar BSD. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara siswa yang diajarkan melalui investigasi kelompok dengan siwa yang diajarkan secara konvensional, terdapat perbedaan yang signifikan antara siswa bergaya belajar audio dengan siswa bergaya belajar visual. Siswa visual cenderung berkemampuan menulis lebih bagus daripada siswa audio. Namun, ditinjau dari kedua gaya belajar tersebut, siswa pada kelas eksperimen berkemampuan menulis lebih bagus daripada siswa pada kelompok kontrol. Terdapat interaksi yang signifikan antara investigasi kelompok dan gaya belajar terhadap kemampuan menulis siswa. Hasil penelitian ini menyimpulkan bahwa model pembelajaran investigasi kelompok sesuai untuk pengajaran menulis analytical exposition. How to Cite: Untoro, B. (2016). The Effect of Group Investigation and Learning Style on Students’ Writing of Analytical Exposition. IJEE (Indonesian Journal of English Education), 3(1), 29-45. doi:10.15408/ijee.v3i1.3445 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3445
Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC) Rentauli Mariah Silalahi
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.3457

Abstract

ABSTRACT The ASEAN Economic Community (AEC) has been started since 2015, yet Indonesia is not ready because many Indonesian graduates are not ready with adequate English competence. This means many students graduated from universities with poor English proficiency. To investigate this unpreparedness, this study was carried out to one of the universities in Indonesia by doing documents analysis towards the university’s curriculum and the graduates’ English proficiency as measured by TOEFL ITP test. After the analysis, this study found out that the university was not yet ready to produce graduates who are competent in English because the graduates’ TOEFL ITP average score for all years was 457. From 944 graduates batch 2001 to 2013, there were only 2 percent who could achieve a TOEFL ITP score of 550 or more. These research findings will be very useful for stakeholder and any other universities for reflection on their preparation for producing graduates who are competent in English.   ABSTRAK Masyarakat Ekonomi ASEAN (MEA) telah dimulai sejak 2015, namun Indonesia belum siap karena banyak lulusan Indonesia belum memiliki kompetensi bahasa Inggris yang memadai. Ini berarti banyak siswa lulus dari universitas dengan kemampuan bahasa Inggris yang buruk. Untuk mengetahui ketidaksiapan ini, penelitian ini dilakukan pada salah satu universitas di Indonesia dengan melakukan analisis dokumen terhadap kurikulum universitas dan kemampuan bahasa Inggris lulusan yang diukur dengan tes TOEFL ITP. Penelitian ini menemukan bahwa universitas tersebut belum siap untuk menghasilkan lulusan yang kompeten dalam bahasa Inggris karena nilai rata-rata TOEFL ITP lulusan untuk semua tahun adalah 457. Dari 944 lulusan, angkatan 2001 sampai 2013, hanya ada 2 persen saja yang bisa meraih nilai TOEFL ITP 550 atau lebih. Temuan penelitian ini akan sangat bermanfaat bagi pemangku kepentingan dan universitas lain untuk merenungkan persiapan mereka untuk menghasilkan lulusan yang kompeten dalam bahasa Inggris.How to Cite: Silalahi, R. M. (2017). Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC). IJEE (Indonesian Journal of English Education), 4(1), 71-83 doi:10.15408/ijee.v4i1.3457DOI: http://dx.doi.org/10.15408/ijee.v4i1.3457 
EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program Mukhlash Abrar; F Failasofah; Nunung Fajaryani; M Masbirorotni
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3619

Abstract

ABSTRACT This present study examined student teachers’ Foreign Language Speaking Anxiety (FLSA) associated with gender and proficiency differences. The participants of the study were 72 second-year EFL student teachers at the English teacher education program of one public university in Jambi, Indonesia. A close-ended questionnaire developed from Syakur (1987) and Horwitz et al, (1986) was administered to the participants to explore their FLSA. The results indicated that EFL student teachers are highly anxious when speaking English. Furthermore, the findings revealed that there is no statistical difference between male and female student teachers on FLSA. On the contrary, proficiency does affect EFL learners’ anxiety wherein more proficient students seem to be less nervous to speak. ABSTRAK Penelitian ini membahas kecemasan berbicara bahasa asing (FLSA) siswa yang dihubungkan dengan perbedaan jenis kelamin dan kecakapan berbahasa Inggris. Jumlah peserta dalam penelitian ini sebanyak 72 mahasiswa tahun kedua pada program studi pendidikan bahasa Inggris di salah satu universitas negeri di Jambi. Kuesioner tertutup diberikan kepada peserta penelitian untuk mengetahui FLSA mereka. Hasil penelitian mengindikasikan bahwa siswa pembelajar bahasa asing (EFL) sangat cemas ketika berbicara bahasa Inggris. Selain itu, hasil juga menunjukkan bahwa tidak ada perbedaan statistik yang signifikan pada FLSA antara siswa laki-laki dan perempuan. Sebaliknya, tingkat kecakapan sangat mempengaruhi kecemasan siswa EFL dimana siswa yang mempunyai kecakapan dalam bahasa Inggris terlihat tidak terlalu cemas untuk berbicara. How to Cite: Abrar, M. Failasofah. Fajaryani, N. Masbirorotni. (2016). EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program. IJEE (Indonesian Journal of English Education), 3(1), 60-75. doi:10.15408/ijee.v3i1.3619 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3619
A Comparative Study: Australian English and Indonesian Complimenting Behaviours Atik Yuliyani
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3940

Abstract

ABSTRACT The present study investigates the similarities and differences between Australian English and Indonesian speakers on paying compliments. A total of 50 university-student informants participated in the study: 25 Indonesian native speakers and 25 Australian English native speakers. The data were collected through a written Discourse Completion Task (DCT) which consists of eight situational settings. The results showed some similarities and differences between Australian English and Indonesian speakers on paying compliment. The similarities included the fact that ability was the most frequently preferred topic for both Indonesians and Australians, both Indonesians and Australians were more likely to give explicit verbal compliment, and compliments occurred mostly from males to females. The differences were: firstly, Australians used implicit compliment as their second preference, while Indonesians used ‘no-response’ type. Secondly, Australian females gave more explicit verbal compliment than the males did, whereas Indonesian females and males gave almost equal amount of explicit verbal compliment. Thirdly, the second most frequent positive semantic carriers were adverbs in Indonesian, but verbs in Australian English. ABSTRAK Penelitian ini menyelidiki persamaan dan perbedaan antara Australia dan Indonesia dalam memberikan pujian. Sebanyak lima puluh mahasiswa yang terdiri dari 25 mahasiswa Australia dan 25 mahasiswa Indonesia terlibat dalam penelitian ini sebagai informan. Data dikumpulkan melalui instrument tertulis (DCT) yang terdiri dari delapan seting. Hasil penelitian menunjukkan beberapa persamaan dan perbedaan antara Australia dan Indonesia dalam memberikan pujian. Persamaannya meliputi kemampuan (ability) menjadi topik yang paling disukai oleh keduanya, baik Indonesia dan Australia lebih senang memberikan pujian lisan secara eksplisit, dan pujian terjadi sebagian besar dari laki-laki ke perempuan. Adapun perbedaannya antara lain: pertama, Australia menggunakan pujian implicit sebagai preferensi kedua sementara Indonesia menggunakan tipe ‘no response’. Kedua, wanita Australia memberi pujian lisan secara eksplisit lebih daripada laki-laki lakukan, sedangkan wanita dan pria Indonesia memberi jumlah yang hampir sama dari pujian lisan eksplisit. Ketiga, kata keterangan (adverbs) menjadi ungkapan semantik positif kedua yang digunakan Indonesia, sedangkan Australia menggunakan kata kerja (verbs) sebagai ungkapan semantik positif kedua. How to Cite: Yuliani, A. (2016). A Comparative Study: Australian English and Indonesian Complimenting Behaviours. IJEE (Indonesian Journal of English Education), 3(1), 15-28. doi:10.15408/ijee.v3i1.3940 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3940
Indonesian or English? EFL Student Teachers’ Preference and Perception on the Language Use in the Classroom Eddy Haryanto; Urip Sulistiyo; Miftahul Khairani; Retno Wulan
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3941

Abstract

ABSTRACT The purposes of this research were to investigate learners’ perception in teaching English using Bahasa and English, learners’ preference for language use as the medium of instruction, and the subjects that can be taught by using Bahasa. The participants were 57 EFL learners in the fourth semester at a university in Jambi Province, Indonesia. This research was designed in mix method by distributing a questionnaire and conducting a Focus Group Discussion (FGD) as the data collection techniques. The findings showed that the students were excited to have English as the medium of instruction in their classroom. However, they also welcome the L1 (Bahasa Indonesia). In addition, the learners preferred to have English as the medium of instruction in their English classroom. In view of this, the use of both their L1 and L2 should be balanced. Moreover, concerning the subjects taught, the learners need the use of English especially in the Listening and Speaking classrooms. ABSTRAK Penelitian in bertujuan untuk mengetahui persepsi mahasiswa mengenai pengajaran Bahasa Inggris dengan menggunakan Bahasa Indonesia dan Bahasa Inggris, pilihan mahasiswa dalam penggunaan bahasa tersebut sebagai media pengajaran di dalam kelas, dan jenis – jenis pelajaran yang bisa diajarkan dengan menggunakan Bahasa Indonesia. Peserta dalam penelitian ini adalah 57 mahasiswa semester empat pada salah satu universitas di Provinsi Jambi, Sumatra, Indonesia yang diambil melalui purposive sampling. Penelitian ini didesain dalam metode campuran melalui angket dan Diskusi Kelompok Terarah (FGD).  Hasil yang didapat menunjukkan bahwa siswa sangat senang menggunakan Bahasa Inggris dalam pengajaran di kelas. Namun, siswa juga tidak keberatan dengan penggunaan Bahasa Indonesia. Sebagai tambahan, siswa lebih memilih penggunaan Bahasa Inggris sebagai media pengajaran di dalam kelas. Oleh karena itu, penggunaan kedua Bahasa tersebut haruslah seimbang. Terkait dengan mata pelajaran, mahasiswa lebih memilih penggunaan Bahasa Inggris hanya dalam pengajaran “menyimak (listening)” dan “berbicara (speaking)” How to Cite: Haryanto, E. Sulistiyo, U. Wulan, R. (2016). Indonesian or English?  EFL Student Teachers’ Preference and Perception on the Language Use in the Classroom. IJEE (Indonesian Journal of English Education), 3(1), 46-59. doi:10.15408/ijee.v3i1.3941 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3941
The Effectiveness of Dialogue Journals in Improving the Skill in Writing Narrative Texts Mukti, Ali
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.4064

Abstract

ABSTRACT This study was conducted to investigate the effectiveness of dialogue journals technique in improving students’ skill in writing narrative texts. The subjects were the year-12 of IPA students of MAN 3 Malang in the academic year 2008-2009. This study involved two intact groups of students. The experimental group was given weekly journal writing, while the control group followed the regular writing. At the end of the treatment, a writing test on narrative was assigned and the students’ works were scored using ESL Composition Profile. The result of analysis using ANCOVA indicated that not all of the mean score of writing components of the two groups were significantly different. However, the mean score of holistic aspects was significantly different. Besides, students’ responses showed a positive evaluation on the implementation of dialogue journals technique. ABSTRAK Penelitian ini dilakukan untuk meneliti keefektifan teknik dialogue journal dalam meningkatkan keterampilan siswa menulis teks naratif. Subyek penelitian ini adalah siswa kelas XII IPA MAN 3 Malang tahun pelajaran 2008-2009. Penelitian ini melibatkan dua kelompok siswa. Kelompok eksperimen diminta untuk menulis dan mengumpulkan  jurnal tiap pekan sementara kelompok control tetap mengikuti pelajaran menulis seperti biasa. Pada akhir perlakuan, kedua kelompok siswa diminta menulis teks naratif yang kemudian dinilai menggunakan ESL Composition Profile. Setelah dianalisa menggunakan ANCOVA,  hasilnya menunjukkan bahwa tidak semua nilai rerata dari tiap komponen menulis kedua kelompok berbeda secara signifikan. Akan tetapi, nilai rerata aspek secara keseluruhan berbeda secara signifikan. Disamping itu, siswa menanggapi positif terhadap penggunaan teknik dialogue journal. How to Cite: Mukti, A. (2016). The Effectiveness of Dialogue Journals in Improving  the Skill in Writing Narrative Texts. IJEE (Indonesian Journal of English Education), 3(1), 1-14 doi:10.15408/ijee.v3i1.4064 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.4064
The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension Abdullah Hasan; Rizky Gushendra; Ferri Yonantha
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.4744

Abstract

ABSTRACTThe research aims to investigate the influence of prior knowledge on students’ listening and reading comprehension at the tenth year of MAN 1 Pekanbaru. This study is a correlational research that involved 75 respondents as a sample from 150 students of the the tenth year of Science classes as the total population. The respondents were selected by using a simple random sampling technique. 20 items of multiple choice of listening test and 20 items of multiple choice of reading test and 15 items of the prior knowledge questionnaire were used to collect the data. Afterwards, the data were further analyzed by using Pearson product moment correlation for the first and the second hypotheses and MANOVA (Multivariate Analysis of Variance) for the third hypothesis by using SPSS 25. The research findings revealed that the mean score of students’ prior knowledge is 73.41 and is categorized as “Good”, their listening comprehension is 68.13 and is categorized as “Good”, and their reading comprehension is 70.67 and it is also categorized as “Good”. It can be seen that the value of Sig. (2-tailed) is 0.000<0.05. Lastly, for the third hypothesis, the value of significance is 0.000<0.05. It means Ha is accepted. Then, it is generated that there is a significant influence of prior knowledge on both students’ listening comprehension and reading comprehension.ABSTRAKPenelitian  ini  bertujuan untuk  mengetahui pengaruh pengetahuan yang ada pada siswa terhadap pemahaman listening dan speaking siswa kelas X MAN 1 Pekanbaru. Kajian ini merupakan penelitian korelasi yang terdiri dari 75 responden sebagai sampel dari populasi 150 orang siswa kelas X jurusan IPA dengan menggunakan tehnik sampel acak. tes Listening  dan Reading menggunakan pilihan ganda yang masing-masingnya terdiri dari 20 soal. Kuesioner digunakan untuk mengumpulkan data. Kuesioner ini terdiri dari 15 pernyataan. Selanjutnya data dianalisa dengan menggunakan korelasi Pearson Product Moment untuk hipotesis yang pertama dan kedua, sedangkan untuk menganalisa hipotesis yang ketiga menggunakan MANOVA (Multivariate Analysis of Variance) SPSS versi 25. Hasil penelitian mengungkapkan nilai rata-rata pengetahuan yang sudah ada adalah 73.41 dan dikategorikan “Baik”. Nilai rata-rata listening comprehension  68.13 dan dikategorikan “Baik” serta nilai rata-rata reading comprehension 70.67 dan juga dikategorikan “Baik”  Dapat diketahui bahwa nilai signifikan (2;tailed) adalah 0.000<0.05. Akhirnya, untuk hipotesa yang ketiga nilai signifikannya 0.000<0.05. Hasil ini menunjukkan bahwa Ha diterima. Kemudian, disimpulkan bahwa terdapat pengaruh yang signifikan prior knowledge siswa terhadap listening dan reading comprehension. How to Cite: Hasan, A. Gushendra, R. Yonantha, F. (2017). The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension. IJEE (Indonesian Journal of English Education), 4(1), 1-15 doi:10.15408/ijee.v4i1.4744.DOI: http://dx.doi.org/10.15408/ijee.v4i1.4744
READING STRATEGIES AS DEVELOPMENT MODEL ENGLISH COGNITION OF SENIOR HIGH SCHOOL STUDENTS S Supeno; imam suseno; Lubban Anwari Alhamidi
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.4822

Abstract

ABSTRACT This study aims to develop a model of reading strategies of English language learning which is expected to further enhance students’ cognitive abilities in English. The model reading strategies serve as a strategy to read the English subtitles via bottom-up, top-down and mixed strategies that are capable of triggering the students' critical thinking and have been integrated with development ideas from experts and linguists. The study employed a cluster random sampling of 30 schools and 900 students for the standardization of the model reading strategies as a new model that best enhance the cognitive power of English language learning. The method used was Research and Development, through  seven steps in the research cycles. The subjects were high school students in the class tenth in  Special Capital Region of Jakarta. The steps to reading development strategy that are able to improve the cognitive of students are 6 steps consisting of:  overall understanding,  understanding on contextual meaning,  assumption of contextual meaning,  look for meaning in contextual output,  searching for further meaning, and  returning to the main idea of ​​our thinking.   ABSTRAK Penelitian ini bertujuan mengembangkan model pembelajaran bahasa Inggris yakni reading strategies, yang diharapkan dapat meningkatkan daya kognitif bahasa Inggris siswa. Permodelan reading strategies sebagai strategi untuk membaca teks bahasa Inggris melalui strategi bottom-up, top-down dan mixed yang mampu memicu pemikiran kritis siswa dan telah diintegrasikan dengan gagasan pengembangan dari para ahli dan ahli bahasa. Dengan cluster random sampling terpilih sebanyak 30 sekolah dan 900 siswa untuk standarisasi model reading strategies sebagai model baru yang dapat meningkatkan daya kognitif bahasa Inggris siswa. Metode yang digunakan adalah Research and Development, melalui tujuh langkah dalam siklus penelitian. Subjek penelitian adalah siswa SMA di kelas sepuluh di DKI Jakarta. Hasil penelitian menunjukkan bahwa reading strategies yang dapat meningkatkan kemampuan kognitif siswa yaitu melalui adalah 6 langkah strategi membaca yaitu:  pemahaman teks secara utuh, memahami makna dalam konteks, berpikir dan menduga tentang makna, mencari makna dalam konteks, mencari makna lebih jauh, dan kembali pada pemikiran makna kata. How to Cite: Supeno. Suseno,I. Alhamidi, L. A. (2017). Reading Strategies as Development Model English Cognition of Senior High School Students. IJEE (Indonesian Journal of English Education), 4(1), 84-96, doi:10.15408/ijee.v4i1.4822DOI: http://dx.doi.org/10.15408/ijee.v4i1.4822

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