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All Journal Script Journal: Journal of Linguistic and English Teaching Journal of English Education and Teaching (JEET)
Gita Mutiara Hati
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Languange, Linguistic, Communication & Media

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AN ANALYSIS OF THEMATIC PROGRESSION IN THE BACKGROUND SECTION OF ENGLISH DEPARTMENT UNDERGRADUATE STUDENTS’ THESIS OF BENGKULU UNIVERSITY IN PERIOD 2017 Nanik Anjar Yani; Bambang Suwarno; Gita Mutiara Hati
Journal of English Education and Teaching Vol 2, No 4 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.2.4.9-14

Abstract

The aim of this research was to find out the types and the dominant type of thematic progression in the background section of theses written by undergraduate students of the English Department of Bengkulu University (UNIB) in 2017. The design was descriptive quantitative. The sample consisted of 16 background sections of undergraduate theses, which were chosen randomly. The data were collected by the documentation instrument. The result showed that there were three types of thematic progression, namely, constant theme, linear theme, and split rheme. Furthermore, the linear theme was the dominant type.The order of frequency was as follows: linear theme (50.07%), constant theme (45.81%), and split rheme (4.10%). The conclusion was that all types of thematic progression were used and that the linear theme was the most common in the background section of the UNIB undergaduate theses.
LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU Purnama Yulian Sari; Dedi Sofyan; Gita Mutiara Hati
Journal of English Education and Teaching Vol 2, No 4 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (568.104 KB) | DOI: 10.33369/jeet.2.4.68-75

Abstract

This research is aimed at finding the language learning strategy used by successful students that is categorized into six kinds of strategies; memory, cognitive, metacognitive, affective, compensation, and social strategy suggested by Oxford (1990). The population of the research are students of English study program University Bengkulu year 2014 and 2015 that have GPA 3.51 to 4.00. Methodology of this research is descriptive quantitative. Data were collected by using questionnaires as the instruments. The questionnaires consist of 50 items based on Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 about language learning strategy. The data were processed by using Microsoft Excel 2013 to find the most dominant strategy used by the students. The results showed that the successful students use more than one language learning strategy or mixed strategy, including memory, cognitive, metacognitive, affective, compensation, and social strategy. The dominant strategy used by successful students was metacognitive with mean score 3.94 followed by compensation (3.81), cognitive (3.59), social (3.43), memory (3.31), and affective strategy (3.30). Metacognitive strategies have positive and significant influence toward academic achievement on successful students in learning a language. Metacognitive strategies can help the students to develop good thinking management ability. It also create good academic achievement. In the other hand, the choice of lowest strategy seems to be affected by technology advances, curriculum, feelings, mood, and attitude of the students which is unpredictable.
RHETORICAL ANALYSIS OF STAND-UP COMEDY PERFORMANCES BY THREE FAMOUS AMERICAN COMICS Fadly Dzil Ikram; Safnil Arsyad; Gita Mutiara Hati
Journal of English Education and Teaching Vol 2, No 4 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (724.769 KB) | DOI: 10.33369/jeet.2.4.103-119

Abstract

This research aimed at finding the rhetorical of narrative section based on Labov’s model and the stand-up comedy techniques which dominantly used by Jim Jefferies, Ricky Gervais, and Bill Burr on their performances. The observation checklist was used in this research. Fifteen different topics performance from each stand-up comedian were analyzed by using descriptive method, using quantitative as well as qualitative data. From the result it was found that three stand-up comedians used narrative section suggested by Labov. The narrative section is abstract, orientation, complicating actions, resolution, and coda. Also, the most frequent techniques used by three stand-up comedians are rule of three and one liner technique. Those techniques are the most effective technique that can trigger audience laughter. The last finding of this research, there are two common patterns created by three stand-up comedians based on Labov’s model of narrative sections.
Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance Syamdianita, Syamdianita; Gita Mutiara Hati
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.1902

Abstract

Background: This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development. Methodology: 91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-ended surveys, self-perception questionnaires, documentation of online collaborative interactions, and student essays were used to gather data. Findings: According to both quantitative and qualitative analyses, the majority of students had favorable opinions about collaborative writing and thought it improved their speaking and writing confidence. Statistical analysis, however, revealed no meaningful relationship between students' assessments of themselves and their actual writing abilities. Conclusion: These results underline the need for more reflective and feedback-rich writing instruction in EFL contexts by indicating that students may misjudge their own writing abilities. Originality: The originality of this study lies in its dual focus on EFL students' self-perceptions and their actual writing performance within an online collaborative writing context. Unlike previous research that typically examines these aspects separately, this study uniquely correlates self-assessment with quantifiable writing outcomes, particularly in the demanding genre of argumentative writing. Conducted in an Indonesian EFL setting during remote learning, it highlights important cultural and technological influences often overlooked in similar studies. Thus, it provides a novel perspective on the gap between students' perceived and actual writing abilities in online collaborative environments.
Co-Authors Bambang Suwarno Dedi Sofyan Fadly Dzil Ikram Nanik Anjar Yani Purnama Yulian Sari Safnil Arsyad Syamdianita Syamdianita, Syamdianita