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All Journal Journal of English Education and Teaching (JEET) Jadila: Journal of Development and Innovation in Language and Literature Education
Hilda Puspita
University Of Bengkulu
Languange, Linguistic, Communication & Media

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An Analysis of Professional Teachers’ Questions in EFL Classroom Shelly Navtria; Mulyadi Mulyadi; Hilda Puspita
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 1 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i1.21

Abstract

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitative research. The research was conducted at the tenth grade of SMA N 5 Bengkulu. The data were collected through observation and video recording. The teachers’ questions were analyzed using types according to Taxonomy Blooms revised by Anderson and Krathwohl (2001). The research findings show that both teachers the English teachers only used three from the six types. Namely, remembering, understanding, and analyzing questions. The types that did not appear were applying, evaluating, and creating questions. The modification of modifying questions are repeating and rephrasing. The dominant of remembering questions and how teachers modified the questions are influenced by teachers’ competence, students’ competence, a situation of teaching English language, and teaching material.
Students' Pronunciation Errors in English Silent Letters Winda Pusfarani; Mukhrizal Mukhrizal; Hilda Puspita
Journal of English Education and Teaching Vol 5, No 3 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.3.453-467

Abstract

The objective of this research was to find out the types of pronunciation errors are made by the seventh semester  students of English education study program at Bengkulu University in the academic year 2020/2021. This research used a descriptive quantitative method. 94 students as the total population 30 students  were chosen randomly as the samples. The instrument of the research were pronunciation test and interview. The test comprises 52 sentences which contain 13 silent letters i.e. “k, gh, th, g, p, l, t, s, w, n, b, h, d”. Each letter appears 4 times in the test. The results of the research showed that the students made two types of errors namely pre-systematic errors and systematic errors. The pre-systematic errors occurred more frequently than the systematic errors. The highest errors made by the students  were silent letters “g” (e.g. gnaw) and “b” (e.g. doubt) which total numbers of errors of each of them were 93 times (77%). It could be concluded that the students faced high difficulties in pronouncing the silent letters which completely different from Indonesian phonetic system. It was recommended that the English lecturers should pay more attention to students’ pronunciation and find more suitable method or technique of teaching it and students should study harder about the silent letters in English language.
MODEL OF COMMUNICATIVE ENGLISH SYLLABUS FOR STUDENTS OF HOTEL DEPARTMENT AT SMK N 7 BENGKULU Ayu Anisa Sartika; Hilda Puspita; Imranuddin .
Journal of English Education and Teaching Vol 2, No 1 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (65.937 KB) | DOI: 10.33369/jeet.2.1.1-12

Abstract

This study was designed as a developmental research which was aimed at designing communicative English syllabus for students of Hotel Department at SMK N 7 Bengkulu. The researcher used needs analysis to find out the students’ needs of English. The instrument used was a set questionnaire items to collect the data. The population of this study was students and English teachers at SMK N 7 Bengkulu and hotel staff of Nala Seaside Hotel Bengkulu as well. The samples of this study were selected with two techniques sampling. The first technique sampling was random sampling for 80 students. The second technique sampling was total sampling for 3 English teachers and 12 hotel staff. The result of the study showed that listening skill gained 94%, speaking skill gained 91%, reading skill gained 74%, and writing skill gained 68%. From the result of data analysis, a syllabus was designed based on communicative approach and it had been tried out for three times.
Rhetorical Moves in Problem Statement Sections of Postgraduate Theses of English Education Study Program Rizki Denarti; Hilda Puspita; Mukhrizal Mukhrizal
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.5.1.138-153

Abstract

This research is aimed to find out kind of moves, the dominant moves and steps and the most common pattern of rhetorical moves in Postgraduate Theses of English Education Study Program Students at the University of Bengkulu in the academic year 2018 and 2019. The documentation technique and checklist were used in this research. Twenty six theses were analyzed by using checklist analysis from Swales’ CARS Model (1990). The results showed that Move 1 (Establishing a Territory), Move 2 (Establishing a Niche) and Move 3 (Occupying the Niche) were found in each thesis. The writers dominantly use Move 2 and Step 1B (Indicating a Gap) and the other step is Step 1A (Outlining Purposes) of Move 3. That is to say, the writers understood that Move 2 was the key component of Problem Statement (PS), and that makes Move 2 as the obligatory move. Further, the most common pattern is Incomplete Pattern. The PS which has this pattern only involved one move in it. Meanwhile, the other PS which has two moves which belong to Semi-Complete and another one has three moves, and it belongs to Complete Pattern. In conclusion, the Problem Statement by Postgraduate Students of English Education Study Program did not follow the required structure of CARS Model by Swales (1990).
Analysis of Conflict in “ParaNorman” Movie Chelsea Larasati Yanwar; Hilda Puspita; Gita Mutiara Hati
Journal of English Education and Teaching Vol. 6 No. 4 (2022)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.4.469-488

Abstract

This research aimed to explore and describe the types of conflict that occurred in the ParaNorman Movie. This research object was the ParaNorman movie, specifically its main character Norman Babcock. The instruments consisted of observation protocol and documentation. Data collection was through eight necessary steps, namely, 1) watch the movie, 2) download the script, 3) make sure the script and the movie were in line, 4) observe the conflicts, 5) identify the conflict, 6) note the conflict resolution, 7) summarize into the table of analysis and 7) analyze and describe the data in details. This research result showed that, in the ParaNorman movie, four conflict types existed such as 1) character-vs-self, 2) character-vs-character, 3) character-vs-supernatural, 4) character-vs-society. Consequently, it could be concluded that there were 4 types of conflict in ParaNorman movie.
Exploring Teachers Techniques in Teaching Speaking Fakhria Mega Alfallah; Hilda Puspita; Azhar Aziz Lubis
Journal of English Education and Teaching Vol. 7 No. 1 (2023)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.1.33-43

Abstract

The objectives of this research were to find out the types of techniques in teaching speaking and to describe how the teachers implement the teaching speaking techniques at SMA 6 Kota Bengkulu. This research used a case study qualitative method. The population of the research was two teachers who taught the first-grade students of SMA 6 Kota Bengkulu. To collect the data, the researcher used observation, interview, and documentation. Data processing was divided into three stages, those are data reduction, displaying data, and conclusion. The result of the research showed that teachers used some techniques in teaching speaking, such as discussion, storytelling, and brainstorming. In the discussion, the teacher asked students to make a group consisted of two people because students in the class were just half of the total of students. In storytelling, the teacher told her stories when she was a student to motivate students in learning. In brainstorming, the teacher began the lesson by giving a question to make students think and got ideas. It is concluded that teachers used techniques adjust with the material and condition of the class. It is recommended for further researchers in conducting the same topic about speaking technique.
Co-Authors Ayu Anisa Sartika Azhar Aziz Lubis Chelsea Larasati Yanwar Fakhria Mega Alfallah Gita Mutiara Hati Imranuddin . Mukhrizal Mukhrizal Mulyadi Mulyadi Rizki Denarti Shelly Navtria Winda Pusfarani