Journal of English Education Program (JEEP)最新文献_第4页

DISCOURSE MARKERS IN ABSTRACTS OF INTERNATIONAL JOURNALS 国际期刊摘要中的话语标记

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6426

Nurlaela Rahayati, Rina Herlina

{"title":"DISCOURSE MARKERS IN ABSTRACTS OF INTERNATIONAL JOURNALS","authors":"Nurlaela Rahayati, Rina Herlina","doi":"10.25157/(jeep).v8i2.6426","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6426","url":null,"abstract":"This study investigated discourse markers used in international journal’ abstracts. This study was aimed at finding out: a) discourse markers used in abstracts of international journals, and b) the most dominant types of discourse markers used in international journal’ abstracts. The study employed six abstracts of international journals chosen randomly as the sample of the study. The study utilizes qualitative descriptive design. In data analysis, this study used Fraser’s theory (1999) that emphasized on four types, namely contrastive marker, elaborative marker, inferential marker, and temporal marker. In addition, the result shows that there are four types of discourse markers found in international journal’s abstracts. Elaborative marker are the most dominant types; marker and is the overuse in the abstracts. It occurred 56 times of the total six abstracts of international journals followed by 2 times for marker also, moreover, in addition, therefore, then, thus, so, or, then, 1 time for marker in addition, furthermore, for instance, beside, although, in contrast, in spite of, whereas, however, nonetheless, result indicate that, in conclusion, the result of, because, and finally. Moreover, the study found contrastive markers consistsed of although, in contrast, in spite of, whereas, however, and nonetheless. Elaborative markers consist of and, or, in addition, furthermore, for instance, beside, and moreover. Inferential markers consist of so, therefore, thus, then, result indicate that, the result of, in conclusion, and because. Temporal markers consist of finally. This study concludes that the most dominant types of discourse markers was elaborative markers due to the excessive use in the 6 abstracts. Keywords: abstract, discourse analysis, discourse markers, journal","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116282193","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}

引用次数: 0

A STYLISTIC ANALYSIS OF DERIVATIONAL MORPHEME ON NARRATIVE TEXTS IN EFL TEXTBOOK 英语教材叙事语篇衍生语素的文体分析

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6430

Yusep Nurdiana Putra, Iskhak Said, Rita Apollonia

{"title":"A STYLISTIC ANALYSIS OF DERIVATIONAL MORPHEME ON NARRATIVE TEXTS IN EFL TEXTBOOK","authors":"Yusep Nurdiana Putra, Iskhak Said, Rita Apollonia","doi":"10.25157/(jeep).v8i2.6430","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6430","url":null,"abstract":"The research reported in this paper centered on the issue of derivational morphemes analysis which uses narrative texts as the object of the study. Out of 15, 6 narrative texts were chosen from EFL Textbook of Senior High School ‘Developing English Competencies’. Afterwards, the writer set two research questions: to investigate the kinds and the dominant affixes of derivational morphemes which are mostly used on Narrative Texts in EFL Textbook. This study employed qualitative strategies by using content analysis as the instrument of gained data. The results for the first question asserted that among three kinds such as prefix, infix and prefix, there were only two kinds derivational morpheme founded on narrative texts in EFL Textbook, both of these derivational morphemes were prefix and suffix. Besides, the infix was not founded on the whole of the texts. Moreover, the results for the second research question revealed that the dominant affixes mostly used on narrative texts in EFL textbooks was the suffix. Finally, it is expected that on narrative texts, suffix was the important rule to compose the text intact. Moreover, the other affixes such prefix and infix were lower than suffix on the whole of the texts. For instance, ‘ly’ and ‘ed’ as affixes that was added and used on narrative text in EFL textbook that was analyzed. In the meantime, in every texts that have been analyzed, most of the affixes, both prefix and suffix changed the part of speech of the root when changed to the new word. It is suggested for further researchers to conduct the research on by using the other texts by covering derivational and inflectional morphemes. Keywords: stylistic, derivational morphemes, narrative text, EFL Textbook","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131122080","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}

引用次数: 0

THE USE OF SEMANTIC MAPPING TECHNIQUE IN TEACHING READING RECOUNT TEXT 语义映射技术在阅读重述文本教学中的应用

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6427

Tuti Maslahah Zahro, Etika - Rachmawati

{"title":"THE USE OF SEMANTIC MAPPING TECHNIQUE IN TEACHING READING RECOUNT TEXT","authors":"Tuti Maslahah Zahro, Etika - Rachmawati","doi":"10.25157/(jeep).v8i2.6427","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6427","url":null,"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.","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114902469","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}

引用次数: 0

LITERACY BASED TEACHING IN READING RECOUNT TEXT BY USING AUTHENTIC MATERIALS 基于读写能力的阅读教学运用真实材料叙述文本

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6428

Wini Widianti Rifa’i, Rina Herlina

{"title":"LITERACY BASED TEACHING IN READING RECOUNT TEXT BY USING AUTHENTIC MATERIALS","authors":"Wini Widianti Rifa’i, Rina Herlina","doi":"10.25157/(jeep).v8i2.6428","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6428","url":null,"abstract":"This study deals with the development of authentic materials in teaching reading recount text in literacy-based teaching. This study was aimed at 1) observing how the teacher develops recount text by using authentic materials in the literacy-based teaching, and 2) figuring out the students’ responses on authentic materials in recount text developed in the literacy-based teaching. This study employed a qualitative method with the type of case study design. By using purposive sampling technique, this study involved 23 students of class VIII-D and the English teacher is the sample of this study. The research instruments used in this study were the classroom observation, interview, and questionnaires. This study used the triangulation to analyze the data. The result revealed that the teacher used only five of seven principles of literacy in developing authentic materials in teaching reading recount text. They are interpretation, collaboration, problem solving, reflection and self-reflection; and literacy involves language use. Furthermore, the use of authentic materials in reading recount text improved the students’ motivation and reading comprehension. Meanwhile, the use of authentic materials also helped them to overcome their difficulties in learning reading, improving students’ vocabulary, and enhancing the students’ attention in learning reading. It can be concluded that the use of authentic materials by using some principles of literacy has given positive effect to the student’s motivation and reading comprehension. Authentic material is one of media which can help and facilitate the students in a reading text. Keywords: Literacy based teaching, reading, recount text, and authentic materials.","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128098259","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}

引用次数: 0

THE IMPLEMENTATION OF GOOGLE CLASSROOM TO TEACH READING NARRATIVE TEXT 实施谷歌课堂教学阅读叙事文本

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6434

Guntur Esa Mukti, Etika - Rachmawati, Wawan Tarwana

{"title":"THE IMPLEMENTATION OF GOOGLE CLASSROOM TO TEACH READING NARRATIVE TEXT","authors":"Guntur Esa Mukti, Etika - Rachmawati, Wawan Tarwana","doi":"10.25157/(jeep).v8i2.6434","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6434","url":null,"abstract":"This paper reports the investigation of Google Classroom (GC) implementation to teach reading of narrative text to students of Vocational High School. It was purposed to find out teacher’s strategy to implement GC to teach reading of the narrative text, students’ perception to the implementation of GC teaching reading of the narrative text, and teacher’s perception of the implementation of GC to teach reading of the narrative text. This study used qualitative research under case study approach to take data from participants. In this case, the participants were the tenth grade and an English teacher. Furthermore, observations, questionnaires, and interviews were media to collect the data. The results showed that the teacher used Google Classroom as a medium to share assignments and learning material that should be studied by the students. During the learning process was occurred, the teacher and students only need to open the learning material in their smartphone and discussed it together through questioning activities. Then, related to how the teacher taught reading to his students, the teacher applied several reading techniques. Furthermore, most of the students gave quite positive responses to Google Classroom. They agreed that by implementing Google Classroom as a learning medium, learning activities became more structured and enjoyable. Then, the teacher perceived this application helpful. He mentioned that this application made him easy to manage his class.Keywords: MALL, Google Classroom. Reading, Narrative text.","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123304805","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}

引用次数: 0

AN ANALYSIS OF ONLINE PEER FEEDBACK TO FOSTER STUDENTS' CRITICAL THINKING 对在线同伴反馈的分析，培养学生的批判性思维

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6432

Syifaulkaromah Syifaulkaromah, R. Febriani, Didih Faridah

{"title":"AN ANALYSIS OF ONLINE PEER FEEDBACK TO FOSTER STUDENTS' CRITICAL THINKING","authors":"Syifaulkaromah Syifaulkaromah, R. Febriani, Didih Faridah","doi":"10.25157/(jeep).v8i2.6432","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6432","url":null,"abstract":"The aims of this study is to find out the students' responses to the practice of peer feedback in online learning and to investigate how online peer feedback foster students' critical thinking. In collecting the data, the study used qualitative method especially case study. Questionnaire and students' peer feedback documentations were the data collection. Purposive sampling was used to select twelve students as participants. Open ended questionnaire and students' peer feedback documentations were the data collection. The writer analysed the students’ responses to the implementation of online learning using percentage computation and interpreted it qualitatively. The students’ peer feedback documentations also analysed by using content analysis. The result indicated that using peer feedback in online learning could improve students’ critical thinking skills which was relevant with Bloom’s Taxonomy. In responding to the second research questions, there were six students who think critically that could be seen from how they criticized the peer’s assignment based on their ability to state opinions clearly and concisely. Moreover, the most of students agreed that the implementation of online peer feedback was more useful and helped them to improve their writing assignment through giving comments to peers and got comments from peers. Therefore, this research has proved that online peer feedback could foster students’ critical thinking and improved their writing skills especially in the subject Academic Writing.Keywords: Online, Peer feedback, Critical thinking","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"375 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134051991","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}

引用次数: 1

ENHANCING STUDENTS’ CRITICAL THINKING SKILLS IN WRITING NARRATIVE THROUGH PEER-FEEDBACKING ACTIVITIES 透过同侪反馈活动，提高学生在撰写叙述文章时的批判性思维能力

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6433

Ade Fatimah Salafia

{"title":"ENHANCING STUDENTS’ CRITICAL THINKING SKILLS IN WRITING NARRATIVE THROUGH PEER-FEEDBACKING ACTIVITIES","authors":"Ade Fatimah Salafia","doi":"10.25157/(jeep).v8i2.6433","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6433","url":null,"abstract":"This study aims to find out whether peer-feedbacking activities effective in improving students’ critical thinking skills in writing narrative or not and students' perceptions on the use of peer-feedbacking in improving students’ critical thinking skills in writing narrative. This study applied a mixed method design which employed true-experimental with the type of pre-test post-test control group design for the quantitative data and close-ended questionnaire for the qualitative data. The population of this study were all students of tenth grade in one of vocational high school in Padaherang and the sample were 30 students as the experimental group and 30 students as the control group. The data of this study were obtained from pre-test, post-test and questionnaire. The result obtained from the pre-test and post-test concluded that Peer Feedback Activities is effective in teaching writing. The findings showed that the students’ score improved from pretest to posttest. In conclusion, there was a significant difference in students' critical thinking before and after being taught by means applying Peer Feedback Activities. Based on the questionnaire, the study concluded that the students expressed positive perceptions about peer feedback activities and it was effective in enhancing critical thinking in writing narrative. The future researchers are suggested to conduct experiment or action research to improve writing or other dependent variables ability through peer -feedbacking.Keywords: Critical Thinking, Writing, Narrative, Peer Feedback.","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"18 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114128219","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}

引用次数: 0

THE ANALYSIS OF DEIXIS IN STUDENTS’ TALK IN LEARNING ENGLISH SPEAKING 英语口语学习中学生话语中的指示语分析

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6435

Silvi Nurvagian, Rina Herlina

引用次数: 0

THE STUDY OF USING VIDEO LYRIC TO MOTIVATE STUDENTS IN LEARNING PASSIVE VOICE 运用视频歌词激励学生学习被动语态的研究

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6431

Pebby Pixtilany Nur Saputri, Lilies Youlia Friatin, Luthfiyatun Thoyyibah

{"title":"THE STUDY OF USING VIDEO LYRIC TO MOTIVATE STUDENTS IN LEARNING PASSIVE VOICE","authors":"Pebby Pixtilany Nur Saputri, Lilies Youlia Friatin, Luthfiyatun Thoyyibah","doi":"10.25157/(jeep).v8i2.6431","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6431","url":null,"abstract":"This study is aimed to investigate the effectiveness of using video lyric in learning passive voice toward students’ motivation and students’ perception on learning passive voice using video lyric. In collecting the data, the study used qualitative method especially case study; and triangulation method were observation, interview and questionnaire as instruments. This study was conducted at one of Senior High School in Majenang. Purposive sampling was used to select fifty three students as participants. The writer observed the activities in the classroom using naturalistic record and transcribed the conversation using notes. The writer used semi-structure interview and interpreting the answer of interviewee. The last, she gave twelve questions to the students followed by calculating the frequency and the percentage of each statement. The findings revealed that there were several steps used by teacher to give motivation in learning passive voice using video lyric: 1) giving some simulation; 2) asking students to watch some video of song; 3) asking students to sing a song together; 4) asking the students to write the lyric when the teacher explained the the passive voice; and 5) giving a treatment when the students deliver questions. Meanwhile, students perceived learning passive voice using video lyric positively. They joined with peer and other students; they also enjoyed and gave good attitude. Almost all of the students were enthusiastic when the teacher showed the video lyric. They assumed that video lyric was easier to comprehend passive voice in term of structure and formula. In addition, it improved their imagination, increased their critical thinking, creativity, and comprehension of learning experiences using new teaching aids. Using video lyric as teaching aids can help students to keep their interest in learning. It is very important for the teacher to increase their variety tools in learning activities. Keywords: Motivation, Passive voice, Video lyric.","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127337768","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}

引用次数: 1

THE ANALYSIS OF POLITENESS STRATEGIES ON EFL STUDENTS’ CHATTING GROUP INTERACTIONS 英语学生群聊互动中的礼貌策略分析

Journal of English Education Program (JEEP) Pub Date : 2021-10-12 DOI: 10.25157/(jeep).v8i2.6429

Yuli Tri Amanda, Rina Herlina, R. Ratnawati

{"title":"THE ANALYSIS OF POLITENESS STRATEGIES ON EFL STUDENTS’ CHATTING GROUP INTERACTIONS","authors":"Yuli Tri Amanda, Rina Herlina, R. Ratnawati","doi":"10.25157/(jeep).v8i2.6429","DOIUrl":"https://doi.org/10.25157/(jeep).v8i2.6429","url":null,"abstract":"This paper reported the analysis of the practice of politeness strategies used in WhatsApp group chatting interactions among EFL students. Intermediate level of English Education Program in one of private universities in West Java was employed because they are assumed to interact in WhatsApp group chatting. Furthermore, two research questions were formulated such as follows: 1) what kinds of politeness strategies do EFL students apply in WhatsApp chatting group interactions? and 2) what is the most dominant politeness strategy realized in EFL students’ chatting group interactions? This study utilized descriptive qualitative study to analyze and interpret the realization of politeness strategy used by the EFL students in WhatsApp chatting group interactions. The results revealed that the students used four politeness strategy types. They were bald on-record, positive politeness strategy, negative politeness strategy, and bald off-record. Then, the most dominant type of politeness strategy in WhatsApp chatting group interactions was positive politeness strategy (47.1%). Based on the results, it was concluded that the EFL students used the entire types of the politeness strategy in the interactions of group chatting in which positive politeness strategy were used the most frequently by the students. Keywords: Teaching speaking, Team Game Tourna","PeriodicalId":360393,"journal":{"name":"Journal of English Education Program (JEEP)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128835151","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}

引用次数: 0