Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching
Sarwo Edy
Institut Agama Islam Negeri Curup
Religion Arts Humanities Education Languange, Linguistic, Communication & Media

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English Language Teaching Strategy for ASD (Autism Spectrum Disorder) Students Mifta Lasintia; Prihantoro Prihantoro; Sarwo Edy; Desti Ariani
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 1 (2021): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.4247

Abstract

This study aimed at investigating the realization of English language teaching strategies for Autism Spectrum Disorder (ASD) students, especially in terms of the implementation of teaching strategies. This study took place at SMPLB of Curup, Bengkulu, Indonesia. There was only one English teacher who taught ASD students, and the teacher was involved as the subject of this study. The data were garnered form interviews and document analysis. The data were further analyzed using an interactive model extending to data collection, data condensation, data display, and drawing conclusions. The results showed that the teacher used three strategies in teaching children with autism, namely developing oral language comprehension, echolalia, and communication skills enhancement through the PECS method. In addition, the teacher also modified the form of the strategy according to the needs of students with autism.
The Impact of Shadowing Technique on Tertiary Students’ English Pronunciation Rio Sugiarto; Prihantoro Prihantoro; Sarwo Edy
Linguists : Journal Of Linguistics and Language Teaching Vol 6, No 1 (2020): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i1.3298

Abstract

In the realm of English teaching and learning especially for those of non-native English users, English pronunciation instruction always calls for various techniques which can meet students’ conditions that are naturally affiliated with their psychological and cultural complexities. Thus, the present study aimed at examining the impact of one of English pronunciation instruction techniques, the so-called shadowing technique, on tertiary students’ English pronunciation at IAIN Curup, Bengkulu, Indonesia. An experimental study was conducted by engaging 40 tertiary English students selected randomly. They were split into two groups, wherein 20 students were taught English pronunciation using shadowing technique, and the rest 20 students were taught English pronunciation using a conventional technique. This study revealed that shadowing technique had a positive and significant impact on students’ English pronunciation. Their English pronunciation improvement encompassed various components such as monophthongs, diphthongs, triphthongs, semi-vowels, consonants, consonant cluster sounds, strong and weak forms, linking phonemes, syllable stresses, word stresses, sentence stresses, rhythm, pitch and intonation. Further studies are expected to scrutinize the effect of shadowing technique on English pronunciation by involving more samples, making use of gender difference as a moderator variable, and testing the retention of English pronunciation improvement.
The Portrait of English Teaching Grounded in Interculturality Ramsa Aryadi; Jumatul Hidayah; Sarwo Edy
Journal of English Education and Teaching Vol 4, No 3 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.3.323-347

Abstract

This study aimed to analyze English teaching based on the perspective of intercultural language teaching (ILT). The ILT perspective was referred to Liddicoat and Scarino's (2013) model. Three English teachers from one of the schools in Kepahiang District were engaged as the participants of this study. This study applied a qualitative method. The data were collected using observation. The findings of this study revealed that the teachers had applied three principles of ILT, namely active construction, making connections, and interaction. Active construction was represented by some activities such as word quiz, the use of cultures-embedded materials, group work, pair-work communication, and check and recheck with partners. Making connection principle was portrayed from some activities such as directing questions and cultural comparison. Interaction principle was depicted from some activities such as the use of cultures-embedded texts, group-interaction, pair-wok communication, and check and recheck with partners. It is recommended that further studies be conducted by involving more participants so that richer data with their varieties can be portrayed. 
Factors of Students’ Willingness and Unwillingness to Speak English in the Classroom Kozi Ramli; Jumatul Hidayah; Sarwo Edy; Farida Esmianti
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.95-109

Abstract

One of the goals of EFL education is to enhance students’ willingness to communicate (WTC) and to reduce their unwillingness to communicate (UWTC) so that students can consistently take part in English communication. Accordingly, this study aimed to investigate the factors of English students’ WTC and UWTC in the classroom context. This study applied a descriptive qualitative method by involving eighteen students from English department at State Islamic Institute of Curup as the participants. Of those students, nine of them were those of WTC group, and other nine students were those of UWTC group. They were split in such a way according to their values of speaking subjects and resting upon their lecturer’s consideration. The data were collected from interviews and analyzed using an interactive model. The findings revealed that the factors of students’ WTC covered classroom, teacher’s supports, personality, and self-confidence. Subsequently, the factors of students’ UWTC consisted of linguistic problems such as lack of English vocabularies, poor grammatical competence, and poor English pronunciation. Besides, there were also some non-linguistic factors such as psychological problems, low self-confidence, and anxiety. Further studies are expected to probe into the factors of WTC and UWTC by adopting both realistic and naturalistic worldviews as well as incorporating more multicultural participants to reveal more comprehensive information as desirable.
Co-Authors Adhelia Pratiwi Desti Ariani Farida Esmianti Jumatul Hidayah Kozi Ramli Mifta Lasintia Prihantoro Prihantoro Ramsa Aryadi Rio Sugiarto