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

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Code Switching and Code Mixing in English Language Learning Class Theresya Adhelya Pharamita; Mei Hardiah; Indah Damayanti
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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.v1i3.117

Abstract

This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.
An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools Rezita Ayu Febriyani; Wisma Yunita; Indah Damayanti
Journal of English Education and Teaching Vol 4, No 2 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.2.170-183

Abstract

This research aimed to investigate the composition of higher order thinking skill (HOTS) in language tasks of the English textbook “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi revisi 2018”; and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive quantitative. Instruments of data collection were a table checklist and an analysis card. This research classified used content analysis. The researcher separated all the tasks in the textbook depending on the topics. The researcher read all the textbook tasks to find out which tasks are the results. The table form was used to identify all the tasks. The researcher identified the higher order thinking skill contained in the table form. The analysis card was used as the guideline to bring the instruction questions into an acceptable portion of higher order thinking capacity. The results showed that the composition of Higher Order Thinking Skill (HOTS) presented in the language skill tasks on the English Textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi Revisi 2018” are lower than the Lower Order Thinking Skill (LOTS). In addition, the most dominant cognitive dimension used in the language skill tasks of this textbook is remember (C1) with 41%. Hence, it is not enough if the teacher just only uses the English textbook Bahasa Inggris SMA/MA/SMK/MAK Edisi Revisi 2018 as a teaching tool to improve students HOTS ability.
FACTORS CAUSING FOREIGN LANGUAGE ANXIETY (FLA) IN SPEAKING Alheru Akbar; Dedi Sofyan; Indah Damayanti
Journal of English Education and Teaching Vol 2, No 2 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.725 KB) | DOI: 10.33369/jeet.2.2.46-57

Abstract

This research attempted to find out the factors causing foreign language anxiety in speaking. This research was  carried out by employing descriptive quantitative design. The population of this research was the third semester students of English Education Study Program of University of Bengkulu in academic year 2017/2018. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 29questions related to the anxiety. The results of this study showed that the students mostly had the anxiety. There were three factors that causing the anxiety of the students in speaking; Test Anxiety (Mildly Affected; Mean Score: 3.09), Fear of Negative Evaluation (Mildly Affected;Mean Score: 3.00), and Communication Apprehension (Mildly Affected; Mean Score: 2.90). In conclusion, there were three factors that causing the student’ anxiety in speaking, and the most dominant factors is the Test Anxiety.  In addition, from the test anxiety, it was found that mostly students were afraid of the consequences failing their speaking class
DESCRIPTIVE STUDY OF GRAMMAR LEARNING APPLIED BY STUDENTS OF ENGLISH DIPLOMA III STUDY PROGRAM ON THEIR PERSONALITY TYPES Deninda Dwi Putri; Mulyadi .; Indah Damayanti
Journal of English Education and Teaching Vol 1, No 1 (2017)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.024 KB) | DOI: 10.33369/jeet.1.1.74-85

Abstract

This study attempted to find out (1) the most dominant personality of students at English Diploma III Study Program, (2) the most dominant grammar learning strategies applied by Sanguine, Choleric, Melancholic and Phlegmatic students at English Diploma III Study Program. Descriptive quantitative design was used in the study. In this study, the researcher used two questionnaires as the instrument. The instrument in the research was questionnaire. The first questionnaire adapted from Yusup (2013) to identify the students personality. The second one, the researcher used SILL version 7.0 adapted from Bayou’s research (2015) to know the use of grammar learning strategies at English Diploma III students.The result of present study shown that the most dominant personality was phlegmatic types. Then finding also  indicate that, Sanguine students preferred to use the social strategy. Followed by the Choleric students preferred to use the memory strategy. The Melancholic students  as well as the Phlegmatic students, these two types preferred to use the metacognitive strategy as their strategy when they learnt Grammar.
An Analysis of Onomatopoeia in Peanut Comic By Charles M. Schulz Muhammad Rifqi Firdaus; Mei Hardiah; Indah Damayanti
Journal of English Education and Teaching Vol 5, No 2 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.2.248-256

Abstract

The aim of this research is to find out the type of onomatopoeia that used in the comic, the meaning of the onomatopoeic word, and the syllabic structure of the onomatopoeic word. The object of this research is a Peanut comic by Charles M. Schulz. The theory used in this research is based on Ullman’s theory. The result showed that there were two types of onomatopoeias found in the comic, the primary and secondary onomatopoeias. From 71 words, the dominant type found was the secondary onomatopoeia. It was also found that some forms of onomatopoeia have the same word with different meaning, depended on the subject and object that produces the sound. Some words come up more than once according to the storyline in the comic. The form of syllabic structure that the mostly used is Consonant-Consonant-Vocal-Consonant or CCVC, there were 20 out of a total 71 onomatopoeia that have the CCVC form.
Co-Authors Alheru Akbar Dedi Sofyan Deninda Dwi Putri Mei Hardiah Muhammad Rifqi Firdaus Mulyadi . Rezita Ayu Febriyani Theresya Adhelya Pharamita Wisma Yunita