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p-Index From 2020 - 2025
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All Journal Journal of English Education and Teaching (JEET)
Sufiyandi, Sufiyandi
Unknown Affiliation
Languange, Linguistic, Communication & Media

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Metacognitive Strategies Employed by English Students in Reading Comprehension Devina Septiani; Azhar Aziz Lubis; Sufiyandi, Sufiyandi
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1009-1022

Abstract

This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.
An Analysis of Students’ Anxiety in Learning English Opriorika, Genda; Mulyadi, Mulyadi; Sufiyandi, Sufiyandi
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1177-1190

Abstract

This research aimed to determine the level and the factors that caused students’ anxiety in learning English that is faced by first semester students of Journalism Study Program Bengkulu University academic year 2021-2022. This research was descriptive quantitative. The sample of this research was first semester students of Journalism Study Program Bengkulu University. The data were collected by using a questionnaire. The questionnaire has validated using expert judgments. In this instrument, the reliability obtains by using Cronbach’s Alpha formula in SPSS software. This research used simple statistical (percentage and weighted average) to analyze the data. The results of this research showed that the majority of the students (54 out of 73) were in the medium level of anxiety. There were three factors that cause students’ anxiety in learning English at Journalism Study Program Bengkulu University; Fear of Negative Evaluation, Communication Apprehension, and Test Anxiety. The majority factor that caused students’ Anxiety in learning English at Journalism Study Program Bengkulu University mostly came from fear of negative evaluation.
Online Peer Feedback on English Writing: The Economics Students’ Voices Sufiyandi, Sufiyandi; Emilia , Emi; Damayanti , Ika Lestari; Maisarah , Ira
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.418-436

Abstract

Online peer feedback on writing has been studied by many scholars to examine the applications, the effectiveness, the weaknesses, and the students' perceptions in the context of learning English for general purposes, but little attention has been paid to its use in the area of English for specific purposes. The present study aims to reveal the Economics students’ experiences with the use of online peer feedback in writing. This study was designed as a mixed-method inquiry that involved 140 Economics students at a university in Bengkulu Province, Indonesia, who took English courses. The data was gathered using a questionnaire and a semi-structured interview, which were analyzed based on each type, quantitatively and qualitatively, to reach the objective of the study. The results show that economics students viewed the use of online peer feedback in writing activities very positively. The results of this research contribute theoretically and practically to encouraging the use of online peer feedback in improving student effectiveness and skills.
Co-Authors Azhar Aziz Lubis Devina Septiani Emilia , Emi Ika Lestari Damayanti Maisarah , Ira Mulyadi Mulyadi Opriorika, Genda