Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
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This Author published in this journals
All Journal Journal of English Education and Teaching (JEET)
Azhar Aziz Lubis
University of Bengkulu
Languange, Linguistic, Communication & Media

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 1 
English Students’ Difficulties in Understanding Listening Section of the TOEFL Test Dandika Aprino; Elfrida Elfrida; Azhar Aziz Lubis
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.6.2.250-270

Abstract

The objective of this reseach is to find out the difficulties and the dominant factor that faced by the English students in understanding the listening section of the toefl test. This research used descriptive quantitative method. 18 students as the total population and 18 students become a sample of this research. The instrument of the reasearch was questionnaire adopted from Hamouda in Raini (2019). The questionnaire consist of 27 statements and devided into 7 tables. The result of this research shown that the highest percentage by using mean is in physical setting (50%) and the dominant factor is in physical setting (50%) where the problem that were the difficulty to concentrate with noises around and unclear sounds from poor quality-CD player are the biggest difficulties to the English students UNIB. It could be concluded that the content of listening test and physical setting become the highest difficulties and the dominant factor that faced by English Students UNIB. It was recommended for the  English lecturer should pay more intention towards to listening material and find more suitable method or technique in teaching listening course and students should find another option to cover the listening skill.
Teacher Talk in English Foreign Language Classroom Reka Solita; Alamsyah Harahap; Azhar Aziz Lubis
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.5.2.302-316

Abstract

This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence.
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.
Learning Strategies in Speaking for Presentation Applied by EFL Students Rahma Viranita; Ildi Kurniawan; Azhar Aziz Lubis
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.759-768

Abstract

This research aims to find out the types of learning strategies in speaking for presentation applied by the fourth semester students’ of the English Education Study Program at the University of  Bengkulu. This research was descriptive quantitative research. The population of this research was the fourth-semester students of the English Education Study Program of the University of Bengkulu in the 2020-2021 academic year. The total sample of this research was 28 students. The data were collected by using a questionnaire. The questionnaire consisted of 18 items which 3 categories strategies (Cognitive strategy, Metacognitive strategy, and Social-affective strategy).  The questionnaire was adapted from (Liao & Chiang, 2004). This research used SPSS (Statistical Package for the Social Science) 16.0 program to get the types of learning strategies in speaking for presentation applied by the fourth semester students’. The results of this research showed the type of learning strategies applied applied by students, is cognitive strategy. The cognitive strategies with a weighted average 3.15. Then, the metacognitive strategies with a weighted average 3.09. The last, the social-effective strategies got weighted avarage 3.07. Similarly, it can be concluded  the types of learning strategies in speaking for presentation applied by the fourth semester students’ were Cognitive strategies.
Co-Authors Alamsyah Harahap Dandika Aprino Elfrida Elfrida Fakhria Mega Alfallah Hilda Puspita Ildi Kurniawan Rahma Viranita Reka Solita