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All Journal Journal of English Education and Teaching (JEET) Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Jadila: Journal of Development and Innovation in Language and Literature Education
Mukhrizal Mukhrizal
University of Bengkulu
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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 1 
Types of Lexical Cohesion and Grammatical Cohesion in Thesis Abstracts Rena Puspa Kirana; Mukhrizal Mukhrizal; Fernandita Gusweni Jayanti
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.v1i1.14

Abstract

This research attempted at investigating the types of lexical cohesion and grammatical cohesion used in thesis abstracts composed by undergraduate English department students of Universitas Bengkulu and also the errors of using cohesion. The research was designed as a descriptive quantitative method. The corpus of this study was 30 thesis abstracts composed by undergraduate English department students of Universitas Bengkulu. The instrument of this research was self-developed checklist. In analyzing data, the researchers were using formula by Sugiono. The results of this research showed that : 1.) There were 458 as the total number of six lexical cohesion types found in 30 thesis abstracts and the most dominant type is Repetition (58.7%). 2.) There were 783 as the total number of four grammatical cohesion types found in 30 thesis abstracts and the most dominant type is Reference (70.2%). 3.) There werere three errors of using cohesion namely omission of conjunction and selection of conjunction. Therefore, it was concluded that the thesis abstracts composed by undergraduate English department students of Universitas Bengkulu were in the percentage of 99.76% good.
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.
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).
A Syntactical Analysis on Sentence Structures Spoken by Joe Biden and Donald Trump in the Election Night Speeches Aries Rahmat Anggoro; Mukhrizal Mukhrizal; Sufiyandi Sufiyandi
Journal of English Education and Teaching Vol 6, No 2 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.2.%p

Abstract

This study attempted to investigate the types of sentence structures spoken by Joe Biden and Donald Trump in the election night speech in the year of 2020. The design of this research was qualitative and quantitative research. The total of 101 sentences of both Joe Biden and Donald Trump were analyzed by using syntactical structure analysis. The instruments of this research were documentation and checklist tables. The data were analyzed by using Miles, Huberman, and Saldana’s theory, and Carnie’s theory was used for the rules in portraying the tree diagram. The results of the study showed that all types of sentence structures appeared in both speeches. In Joe Biden’s speech, there were 40% simple sentence structures, 26.7% complex sentence structures, 16.7% compound sentence structures, and 16.7% compound complex sentence structures. In Donald Trump’s speech, there were 59,2% simple sentence structures, 19.7% complex sentence structures, 15.4% compound sentence structures, and 5.6% compound complex sentence structures. In other words, the simple sentence structures appeared the most dominant in both Donald Trump and Joe Biden speeches. It is recommended that other researchers should study the sentence structures of other American presidents (e.g. Bill Clinton, George W. Bush, and Barrack Obama) in order to expand the descriptions of sentence structures of the US presidents in general.
THE CLASSROOM MANAGEMENTS APPLIED BY THE ENGLISH TEACHERS BASED ON CURRICULUM 2013 Elvira Afifah; Elfrida Elfrida; Mukhrizal Mukhrizal
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol 20, No 1 (2022): Wacana, Vol. 20, No. 1, Januari 2022
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v20i1.22088

Abstract

The objective of this research was to investigate the classroom managements based on curriculum 2013 applied by the English teachers of SMP Negeri 9 Kota Bengkulu in the academic years 2021/2022. The subjects consisted of three English teachers that were; teacher A (Female), teacher B (Female), and teacher C (Male). This research utilized descriptive qualitative method. The data were obtained by the observation checklist and interview guideline. The results of this study displayed those three English teachers applied 10 of 10 the components of classroom management curriculum 2013, but the teachers did not apply all the features. Teacher A dominantly used 3 of 10 components there were; 1) Teacher Feedback, 2) Teacher Wardrobe and 3) Adjusting the Material with The Students’ Learning Ability, with the total of all component’s percentage 73.4%. Teacher B also dominantly used 3 of 10 components such as; 1) Teacher Voice, 2) Time Management and 3) Teacher Wardrobe, with the total of all component’s percentage 73.4%. In contrast, teacher C dominantly applied 4 of 10 components there were; 1) Teacher Feedback, 2) Students’ Talking Time, 3) Teacher Wardrobe and 4) Adjusting the Material with The Students’ Learning ability, with the total of all component’s percentage 80%. In conclusion, three English teachers applied all the components of classroom management, but they did not apply all the features.
Co-Authors Aries Rahmat Anggoro Elfrida Elfrida Elvira Afifah Fernandita Gusweni Jayanti Hilda Puspita Rena Puspa Kirana Rizki Denarti Sufiyandi Sufiyandi Winda Pusfarani