IJEE Indonesian Journal of English Education最新文献

{"title":"The Effect of Schoology on the Students’ Writing Interest","authors":"Agustin Apriliani","doi":"10.15408/ijee.v7i2.17577","DOIUrl":"https://doi.org/10.15408/ijee.v7i2.17577","url":null,"abstract":"ABSTRACTThis research aimed to determine the effect of using Schoology as learning media on students’ writing interest. The research was done in a 2x2 experimental design with experimental and control classes selected as participants using purposive random sampling.  The two groups had the same writing ability but received different learning media treatments, Picture Series for the control class, and Schoology for the experimental class. The Tukey’s test results showed that qobtain between columns A1 and A2(3.46) was higher than qtable (2.92) proving that using Schoology in teaching writing was significantly different from Picture Series. On the other hand, qobtain between cells A1B1and A2B1(4.47) was higher than qtable (3.08) proving that using Schoology differed significantly from Picture Series in teaching writing for students who had high interest. Then qobtain between cells A1B2and A2B2(0.41) was lower than qtable (3.08) proving that using Schoology did not differ significantly from Picture Series in teaching writing for students who had low interest. This study concludes that learning writing skills using Schoology affects students' levels of learning interests. Schoology, therefore, could be an alternative learning media platform for teaching and learning writing skills.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran Schoology terhadap minat menulis siswa. Penelitian dilakukan dalam rancangan eksperimen 2x2 dengan kelas eksperimen dan kelas kontrol dipilih sebagai partisipan dengan menggunakan purposive random sampling. Kedua kelompok memiliki kemampuan menulis yang sama tetapi mendapat perlakuan media pembelajaran yang berbeda yaitu Picture Series untuk kelas kontrol dan Schoology untuk kelas eksperimen. Hasil uji Tukey menunjukkan bahwa qobtain antara kolom A1 dan A2 (3,46) lebih tinggi dari qtabel (2,92) yang membuktikan bahwa penggunaan Schoology dalam pengajaran menulis berbeda secara signifikan dengan Picture Series. Di sisi lain, qobtain antara sel A1B1 dan A2B1 (4,47) lebih tinggi dari qtabel (3,08) membuktikan bahwa penggunaan Schoology berbeda secara signifikan dengan Picture Series dalam pengajaran menulis untuk siswa yang memiliki minat tinggi. Kemudian qobtain antara sel A1B2 dan A2B2 (0.41) lebih rendah dari qtabel (3.08) membuktikan bahwa penggunaan Schoology tidak berbeda secara signifikan dengan Picture Series dalam pembelajaran menulis untuk siswa yang memiliki minat rendah. Penelitian ini menyimpulkan bahwa pembelajaran keterampilan menulis menggunakan Schoology berpengaruh terhadap tingkat minat belajar siswa. Oleh karena itu, Schoology dapat menjadi platform media pembelajaran alternatif untuk pembelajaran keterampilan menulis.","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporating 9GAG Memes to Develop EFL Learners’ Speaking Ability and Willingness to Communicate","authors":"Suprayogi Eko Pranoto, S. Suprayogi","doi":"10.15408/ijee.v7i2.17496","DOIUrl":"https://doi.org/10.15408/ijee.v7i2.17496","url":null,"abstract":"ABSTRACTThis research aimed at examining whether employing 9GAG humorous memes as ELT materials is effective in developing EFL learners’ speaking ability and their willingness to speak English. A group of Indonesian intermediate EFL learners were selected as respondents for this study and a series of pre-test was conducted to indicate their initial speaking ability and willingness to communicate before the incorporation of 9GAG humorous memes. The group then learned and practiced speaking skills using their routine topics but complemented with humorous materials adopted from the 9GAG application. Ten teaching and learning sessions were held and were followed by post-test to measure participants’ learning achievements as to speaking ability and willingness to speak. A SPSS software was used to calculate samples t-test to make comparisons between the pre-test and post-test of group’s test scores. The results indicated that using 9GAG humorous memes resulting in laughter is impactful in creating a relaxed atmosphere for EFL learners during learning sessions. Students' attention, retention, creativity, and critical thinking are also maintained and increased. It is concluded that humorous materials in language classes are effectively applicable in increasing learners’ speaking ability and willingness to communicate.ABSTRAKPenelitian ini bertujuan untuk menguji apakah penggunaan meme humor 9GAG sebagai materi ELT efektif dalam mengembangkan kemampuan berbicara dan kemauan siswa EFL untuk berbicara bahasa Inggris. Sekelompok pelajar EFL menengah Indonesia dipilih sebagai responden untuk penelitian ini dan serangkaian tes awal dilakukan untuk menunjukkan kemampuan berbicara awal mereka dan kemauan untuk berkomunikasi sebelum penggabungan meme lucu 9GAG. Kelompok tersebut kemudian belajar dan mempraktekkan keterampilan berbicara menggunakan topik rutin mereka tetapi dilengkapi dengan materi humor yang diadopsi dari aplikasi 9GAG. Sepuluh sesi belajar mengajar diadakan dan dilanjutkan dengan post test untuk mengukur prestasi belajar peserta dalam hal kemampuan berbicara dan kemauan berbicara. Software SPSS digunakan untuk menghitung sample t-test untuk membuat perbandingan antara nilai tes awal dan tes akhir kelompok. Hasil penelitian menunjukkan bahwa penggunaan meme humor 9GAG yang menghasilkan tawa berdampak dalam menciptakan suasana santai bagi peserta didik EFL selama sesi pembelajaran. Perhatian, retensi, kreativitas, dan pemikiran kritis siswa juga dijaga dan ditingkatkan. Oleh karena itu, dapat disimpulkan bahwa materi humor di kelas bahasa dapat diterapkan secara efektif dalam meningkatkan kemampuan berbicara dan kemauan siswa untuk berkomunikasi. ","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41716149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grammatical and Discourse Competence Analysis in Writing Argumentation Paragraph","authors":"Linda Aprillianti","doi":"10.15408/ijee.v6i2.11944","DOIUrl":"https://doi.org/10.15408/ijee.v6i2.11944","url":null,"abstract":"ABSTRACTWriting is a form of embodiment of indirect communication. It is required to pay attention to the structure associated with the elements of writing so that readers can understand the message conveyed by the writer. This study is intended to identify the grammatical and discourse competence of the students in writing argumentative paragraphs. The research used was qualitative descriptive approach with analytical method. The data of this study were taken from the students’ assignment papers related to writing argumentative paragraph in Komunitas Cerdas Course. There were twenty task sheets resulting from students’ writings. All of this data were analyzed in terms of grammar and discourse.   The data collection techniques used was written tests. In analyzing the data, the writer used the theory of Miles and Huberman, so the form of study was given in short description. The results of the analysis showed that students already had sufficient competence in grammar or discourse, further, in general, the students already had grammatical competence and sufficient discourse competence. However, there were some aspects in grammar that needed to get more attentions, such as  the ability of the students to arrange words into good sentences.ABSTRAKMenulis adalah bentuk perwujudan komunikasi tidak langsung. Hal ini diperlukan untuk memperhatikan struktur yang terkait dengan unsur-unsur penulisan sehingga pembaca dapat memahami pesan yang disampaikan oleh penulis. Penelitian ini dimaksudkan untuk mengidentifikasi kompetensi gramatikal dan wacana siswa dalam menulis paragraf argumentatif. Penelitian ini juga memberikan koreksi kesalahan siswa dalam menulis paragraf argumentatif. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode analitik. Data penelitian ini adalah kertas tugas siswa terkait dengan menulis paragraf argumentasi di Kursus Komunitas Cerdas. Ada dua puluh lembar tugas yang merupakan hasil tulisan siswa. Semua data ini dianalisis dalam hal tata bahasa dan wacana. Teknik pengumpulan data yang digunakan adalah tes tertulis. Teknik analisis data, penulis menggunakan teori Miles dan Huberman, sehingga bentuk penelitian diberikan dalam deskripsi singkat. Hasil analisis menunjukkan bahwa siswa sudah memiliki kompetensi yang cukup dalam tata bahasa atau wacana. Berdasarkan hasil analisis, secara umum siswa sudah memiliki kompetensi tata bahasa dan kompetensi wacana yang cukup. Tetapi ada beberapa aspek dalam tata bahasa yang perlu mendapat perhatian lebih, sedangkan kompetensi wacana, kemampuan siswa untuk mengatur kata-kata menjadi kalimat yang baik masih perlu banyak peningkat. How to Cite: Aprillianti,L. (2019). Grammatical and Discourse Competence Analysis in Writing Argumentation Paragraph. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.11944","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Need Analysis for Developing Course Book for English for Elementary School Students With Local-Content Values","authors":"D. P. Ratri, Ika Puspitasari","doi":"10.15408/ijee.v1i1.9908","DOIUrl":"https://doi.org/10.15408/ijee.v1i1.9908","url":null,"abstract":"ABSTRACTThe shifting of curriculum from School-based to curriculum of 2013 which has been regulated under the Government of the Republic of Indonesia’s Regulation number 32 year 2013 about the alteration of Government Regulation number 19 year 2005 about National Standard of Education has some consequences in several factors. One of them is on the elimination of English subject in elementary school. Meanwhile, English is still badly needed in elementary school level. As a result, English is still offered in elementary school level but not as a subject. Instead, it is offered as a compulsory extra curricular for students. However, there was problem in its implementation which was caused by the different materials taught while the test administered was the same. As the consequence, the target for achievement could not meet the Minimum Mastery Criterion. It is even worse thatEnglish score becomes one of the requirements for enrolling in Junior High level. Thus, uniformity of syllabus and teaching materials for English subject for elementary school students is deemed necessary. Local values needs also to be embedded in the teaching materials to be developed as it is important in providing character education and reinforcing nasionalism for students. Prior to material development, a guideline for development is required.  Thus, need analysis and local wisdom-based syllabus development for elementary school level becomes the focus for this research. ABSTRAKPerubahan kurikulum tingkat satuan pendidikan (KTSP) menjadi  kurikulum 2013 untuk tingkat sekolah dasar berkonsekuensi pada berbagai faktor. Salah satunya adalah penghapusan mata pelajaran Bahasa Inggris pada tingkat sekolah dasar. Sedangkan permintaan masyarakat masih besar terhadap pembelajaran Bahasa Inggris di tingkat sekolah dasar. Dengan kondisi seperti sekarang ini, Bahasa Inggris tetap diberikan di tingkat sekolah dasar bukan sebagai mata pelajaran namun sebagai ekstra kulikuler wajib. Pada pelaksanaannya, timbul masalah karena tidak adanya keseragaman materi yang diberikan pada siswa padahal Bahasa Inggris diujikan di ujian sekolah. Sehingga target pencapaian Bahasa Inggris tidak bisa memenuhi Kriteria Ketuntasan Minimal (KKM). Ironisnya lagi, nilai Bahasa Inggris adalah sebagai salah satu syarat untuk masuk Sekolah Menengah Pertama. Maka dari itu, perlu adanya keseragaman silabus dan buku ajar Bahasa Inggris untuk sekolah dasar. Kearifan lokal juga dimasukkan dalam pengembangan buku ajar Bahasa Inggris untuk menanamkan pendidikan karakter dan penguatan rasa nasionalisme bagi peserta didik. Sebelum mengembangkan buku ajar, perlu ada acuan sebagai dasar pengembangan. Maka, dalam penelitian ini, dilaksanakan analisa kebutuhan dan pengembangan silabus untuk buku ajar berbasis kearifan lokal untuk sekolah dasar. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). Need Analysis for Developing Course Book for English for Elementary School Students With Local-Content Values","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Effect of Task-Based Language Teaching on University Business Students in Bangkok","authors":"Matthew Rudd","doi":"10.15408/ijee.v1i1.11564","DOIUrl":"https://doi.org/10.15408/ijee.v1i1.11564","url":null,"abstract":"ABSTRACTThe purpose of this study was to introduce Task-Based Language Teaching in a bid to energise stagnant English language performances among second-year business students (N = 81), studying a private university in the peripheral areas of Bangkok. Students followed a TBLT learning environment for one semester (16 weeks), and subsequent end-of-term performances were compared with prior attainments achieved under tradition forms of instruction using t-tests (0.05). Overall, TBTL proved to positively influence performance outcomes when compared to the traditional method (TBLT: 60.9 = Grade C+; TRAD: 54.93 = Grade C; p [0.0195] = sig <0.05). Nonetheless, the majority of progress derived from enhancements in speaking skills, as assessments in this domain improved significantly, whereas no significant difference was observed in formal examinations. Further to this however, variability analyses highlighted that upper quartile students significantly improved in both speaking and formal examinations, while the lower quartile cluster failed to show noteworthy forms of progress in speaking, and, formal examination scores exacerbated entirely; concluding therefore that learners’ response to TBLT is governed by their linguistic potential.  The recommendation therefore would be to arrange two separate groupings based on ability for two reasons: (1) assist accelerated acquisition of more proficient students who thrive in a TBLT environment, and, (2) to provide curricular support for struggling students for whom TBLT is not (yet) developmentally appropriate.  ABSTRAKTujuan dari penelitian untuk memperkenalkan Pengajaran Bahasa Berbasis Tugas dalam memberi energi pada kinerja bahasa Inggris yang stagnan pada mahasiswa bisnis tahun kedua (N = 81) yang sedang belajar di sebuah universitas swasta di daerah pinggiran Bangkok. Siswa mengikuti lproses belajar menggunakan TBLT selama satu semester (16 minggu), dan kinerja akhir semester berikutnya dibandingkan dengan pencapaian sebelumnya yang dicapai dalam bentuk pengajaran tradisional menggunakan uji-t (0,05).Secara keseluruhan, TBTL terbukti secara positif mempengaruhi hasil kinerja bila dibandingkan dengan metode tradisional (TBLT: 60,9 = Grade C +; TRAD: 54,93 = Grade C; p [0,0195] = sig <0,05). Meskipun demikian, sebagian besar kemajuan berasal dari peningkatan keterampilan berbicara, karena penilaian dalam domain ini meningkat secara signifikan, sedangkan tidak ada perbedaan signifikan yang diamati dalam ujian formal. Analisis variabilitas menyoroti bahwa siswa kuartil atas secara signifikan meningkat baik dalam ujian berbicara maupun formal, sedangkan cluster kuartil yang lebih rendah gagal menunjukkan bentuk kemajuan penting dalam berbicara, dan, skor ujian formal lebih rendah; oleh karena itu tanggapan pelajar terhadap TBLT diatur oleh potensi linguistik mereka.Karenanya rekomendasi dibagi kedalam dua kelompok terpisah berdasarkan kemampuan karena dua alasan: (1) membantu percepatan akuisisi siswa yang leb","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":"26 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41289364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay","authors":"Yuliani Trisnaningrum, A. Alek, Didin Nuruddin Hidayat","doi":"10.15408/IJEE.V1I1.12502","DOIUrl":"https://doi.org/10.15408/IJEE.V1I1.12502","url":null,"abstract":"ABSTRACTThe study was undertaken to investigate grammatical cohesion devices use in college students’ academic writing essay as a part of discourse analysis. The study also explored to find out the kinds of grammatical cohesion devices specifications in college students’ academic writing essay. The researchers conducted this study with attention to know the college students’ writing quality at tertiary education. Further, the researchers employed Halliday & Hasan (1976) conceptual framework related to grammatical cohesion devices. The study was conducted to 42 college students enrolling on an online writing course. The researchers applied descriptive and analytical study by giving an assignment to assess grammatical cohesion devices use in college students’ academic writing essay. Data were collected from college students’ academic writing essay. The findings revealed that 1048 grammatical cohesion devices were used in the essays. Other findings indicated that the highest use of grammatical cohesion devices were reference with 53.53% and conjunction. The data also pointed out that the college students were more familiar with reference and conjunction use rather than substitution and ellipsis. The result also indicated that the lack of grammatical cohesion devices use in terms of comprehension, knowledge and ability in writing leads the college students use inappropriate grammatical cohesion devices.ABSTRAKPenelitian ini bertujuan menginvestigasi penggunaan perangkat grammatical cohesive device/kohesi tata bahasa pada penulisan akademik esai mahasiswa. Penelitian ini juga bermaksud untuk menggali jenis-jenis spesifikasi kohesi tata bahasa pada esai mereka. Dalam penelitian ini, para peneliti ingin mengetahui kualitas penulisan esai mahasiswa di perguruan tinggi. Untuk mencapai tujuan tersebut, para peneliti menggunakan kerangka konseptual dari Halliday dan Hasan (1976) terkait dengan kohesi tata bahasa. Penelitian ini melibatkan 42 mahasiswa yang mengikuti kelas menulis via daring. Penelitian menggunakan studi deskriptif dan analitik dengan menugaskan para mahasiswa menulis esai. Temuan dari penelitian ini menunjukkan bahwa terdapat 1048 kohesi tata bahasa yang dipergunakan dalam esai-esai tersebut. Selanjutnya, temuan lain menunjukkan bahwa penggunaan kohesi tata bahasa tertinggi adalah referensi 53,53% dan kata penghubung 45,80%. Temuan lainnya adalah mahasiswa lebih familiar terhadap dua aspek tersebut daripada substitusi dan elipsis. Hasil penelitian juga menunjukkan bahwa kurangnya tata kohesi bahasa dalam hal pemahaman, pengetahuan, dan kemampuan dalam menulis menyebabkan para mahasiswa menggunakan tata bahasa kohesi yang kurang variatif. How to Cite: Trisnaningrum, Y., Alek, Hidayat, D. N. (2019). Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay  . IJEE (Indonesian Journal of English Education), 6(1), 79-90. doi:10.15408/ijee.v6i1.12502","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49080463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill","authors":"Haryanti Haryanti","doi":"10.15408/ijee.v1i1.12613","DOIUrl":"https://doi.org/10.15408/ijee.v1i1.12613","url":null,"abstract":"ABSTRACTIndependent English Language Learning is very important to do by students, especially students in higher education level, because they are often required to read many English references and use English on many occasions, for example in writing essays. Also, it is because the opportunity or time to learn English in the class is very limited. Therefore, students badly need to learn English independently outside the classroom. This study was designed to investigate the students’ perception of the use of “English Phrasal Verb” videos in enhancing their independent learning. There were six participants interviewed and observed to get information about the benefits of using “English Phrasal Verb” videos and the effectiveness of it in training the students to be independent learners. The study found that the students’ pronunciation and vocabulary mastery had improved as well as their listening and writing skills due to the use of videos and assignment given. It also revealed that the use of videos had successfully been a trigger for the students to find other English learning videos and learn them independently outside the classroom.ABSTRAKBelajar Bahasa Inggris secara mandiri sangat penting dilakukan oleh siswa, khususnya mahasiswa, karena mereka sering diminta untuk membaca banyak referensi Berbahasa Inggris dan untuk menggunakan Bahasa Inggris di banyak kesempatan, contohnya dalam menulis esai. Selain itu, karena terbatasnya kesempatan atau waktu untuk belajar Bahasa Inggris di kelas, mahasiswa sangat dianjurkan untuk belajar Bahasa Inggris secara mandiri di luar kelas. Penelitian ini didesain untuk menginvestigasi persepsi mahasiswa terhadap penggunaan video tentang frase kata kerja Bahasa Inggris (Phrasal Verbs Videos) dalam meningkatkan kemampuan belajar mandiri mahasiswa. Dalam penelitian ini, terdapat enam peserta yang diwawancarai dan diamati untuk mendapatkan informasi mengenai keuntungan menggunakan video dan keefektifan penggunaan video tersebut dalam melatih mereka menjadi pembelajar mandiri. Penelitian ini menemukan bahwa penguasaan kosakata dan kemampuan pengucapan Bahasa Inggris mahasiswa meningkat begitu juga dengan kemampuan mendengar dan menulis mereka karena penggunaan video yang dimaksud dan tugas yang diberikan. Selain itu, penelitian ini juga menemukan bahwa penggunaan video telah sukses mendorong mahasiswa untuk menemukan video-video belajar Bahasa Inggris lainnya dan untuk mempelajari video-video tersebut secara mandiri di luar kelas. How to Cite: Haryanti. (2019). Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill. IJEE (Indonesian Journal of English Education), 6(1), 21-29. doi:10.15408/ijee.v6i1.12613","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47997552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ Voices on the Challenges of the Implementation of Communicative Approach in Regards to the 2013 Curriculum","authors":"Y. Rahmawati","doi":"10.15408/ijee.v1i1.12761","DOIUrl":"https://doi.org/10.15408/ijee.v1i1.12761","url":null,"abstract":"ABSTRACTThe Indonesian ELT current curriculum (the 2013 Curriculum) adopts communicative Approach (CA) as its basis foundation. Despite the fact that this approach has been adopted for some years, some research studies showed that it does not bring any significant improvement to the learner’s outcome. There are several reasons underpinning the failures of the implementation of CA in regards to the 2013 curriculum. This study is, therefore, aimed at investigating the EFL Indonesian teachers’ perspectives on the challenges they faced in the implementation of communicative approach in their classrooms along with the 2013 curriculum. Four participants were involved in this study that were given questionnaires and interviewed for data collection. Qualitative design by case study was used in this study and the results indicated that all teachers in this study encountered challenges when implementing the concept of CA along with the 2013 curriculum, i.e. students’ low motivations, the teachers’ role, the class size, the teachers’ income, and the availability of English materials.ABSTRAKKurikulum Bahasa Inggrisdi Indonesia saat ini (Kurikulum 2013) mengadopsi Pendekatan Komunikatif (CA) sebagai landasan dasarnya. Terlepas dari kenyataan bahwa pendekatan ini telah diadopsi selama beberapa tahun, beberapa penelitian menunjukkan bahwa Pendekatan Komunikatif tidak membawa dampak yang signifikan terhadap hasil pelajar. Ada beberapa alasan yang mendasari kegagalan implementasi CA tersebut terkait kurikulum 2013. Oleh karena itu, penelitian ini bertujuan mengeksplorasi perspektif guru bahasa Inggris di Indonesia tentang tantangan yang mereka hadapi dalam menerapkan pendekatan komunikatif di ruang kelas mereka dalam kerangka kurikulum 2013. Empat peserta terlibat dalam penelitian ini yang diberi kuesioner dan diwawancarai untuk pengumpulan data. Penelitian ini menggunakan desain kualitatif dengan studi kasus dan hasilnya menunjukkan bahwa semua guru dalam penelitian ini menghadapi tantangan ketika menerapkan konsep CA bersama dengan kurikulum 2013, yaitu motivasi siswa, peran guru, 'konten asing' , dan ketersediaan materi bahasa Inggris. How to Cite: Rahmawati, Y. (2019). Teachers’ Voices on the Challenges of the Implementation of Communicative Approach in Regards to the 2013 Curriculum. IJEE (Indonesian Journal of English Education), 6(1), 65-78. doi:10.15408/ijee.v6i1.12761","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Learning Strategies Used by EFL Students in Learning English","authors":"Dinda Hartina Mega, A. Santihastuti, E. Wahjuningsih","doi":"10.15408/ijee.v1i1.12111","DOIUrl":"https://doi.org/10.15408/ijee.v1i1.12111","url":null,"abstract":"ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49042533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"nalysis of a Research Instrument to Map English Teachers’ Proficiency","authors":"S. Tamah, Anita Lie","doi":"10.15408/ijee.v1i1.11888","DOIUrl":"https://doi.org/10.15408/ijee.v1i1.11888","url":null,"abstract":"ABSTRACTTeachers’ English proficiency can be measured by designing a research instrument  in a form of test. The devised test must fulfill the requirement of a good test. This article is aimed at discussing item analysis centering on multiple choice questions used to measure the proficiency of Indonesian High School teachers involved in English instruction. The first set of syllabus oriented test is tried out to 20 subjects, and the second set – general English oriented – to 28 subjects. The test analysis indicates the item difficulty indices range from .20 to 1 for the first set and .07 to .89 for the second set. With regard to item discrimination analysis, the study finds the d values range from -0.33 to 1.0 for the first set, and -0.11 to .78 for the second set. It is found that the whole test has ‘average’ level of difficulty and is ‘good’ at discriminating between high and low achieving test takers; to be used for the actual research, a revision of the test is done to eliminate the ‘bad’ items.ABSTRAKKecakapan bahasa Inggris guru dapat diukur dengan merancang instrumen penelitian dalam bentuk tes. Tes yang dirancang harus memenuhi persyaratan tes yang baik. Artikel ini bertujuan membahas analisis soal yang berpusat pada pertanyaan pilihan ganda yang digunakan untuk mengukur kemahiran guru-guru SMA Indonesia yang terlibat dalam pengajaran Bahasa Inggris. Tes set kesatu yang berorientasi silabus diujicobakan pada 20 subjek. Set kedua - berorientasi Bahasa Inggris umum - diujicobakan ke 28 subjek. Analisis tes menunjukkan bahwa indeks kesulitan soal berkisar dari .20 hingga 1 untuk set pertama dan .07 hingga .89 untuk set kedua. Terkait analisis diskriminasi item, studi ini menemukan bahwa nilai D berkisar dari -0,33 ke 1,0 untuk set pertama, dan -0,11 hingga 0,78 untuk set kedua. Ditemukan bahwa keseluruhan tes memiliki tingkat kesulitan 'rata-rata' dan 'baik' dalam membedakan antara peserta tes berprestasi tinggi dan rendah. Untuk digunakan dalam penelitian aktual, revisi tes dilakukan dengan menghilangkan soal 'buruk'. How to Cite: Tamah, S. M., Lie, A. (2019). Analysis of a Research Instrument to Map English Teachers’ Proficiency. IJEE (Indonesian Journal of English Education), 6(1), 48-64. doi:10.15408/ijee.v6i1.11888","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}