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All Journal Journal of English Education and Teaching (JEET)
Sukesi, Erni
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Languange, Linguistic, Communication & Media

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Figurative Language Analysis in Devil May Cry V Original Soundtrack Wijaya, Abraham Louise; Sukesi, Erni; Damayanti, Indah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.161-171

Abstract

This research aimed to find figurative language items from 12 types of figurative language from the source material in 4 different character theme songs. This research implements the qualitative research methods by collecting the data through the triangulation method and inductive data analysis which is based on Sugiyono's (2015). The data findings were collected through the song lyrics while taking note of the samples in the lyrics text and anatomizing differences in figurative type from the media finally, they were sorted into the checklist table to simplify the findings and classify types of figurative that are being used. The results showed that: 1) the number of figurative that are being used in 12 different figurative language types is 126 items with the first song having 45 items, the second song having 19 items, the third song has 40 items, and lastly the fourth song has 22 items. 2) from the first song to the fourth song there are similes with 1 item, personification with 21 items, metonymy with 19 items, apostrophe with 12 items, hyperbole with 26 items, synecdoche with 13, irony with 7 items, oxymoron with 10 items, antithesis with 6 items, alliteration with 8 items, and lastly paradox with 3 items. 3) the most used figurative language type in four songs is Hyperbole, which consists of 26 items. The fewest figurative language types used are similes with 1 item and can only be found in the first song. However, there is one figurative language type that is not included which is a metaphor.
The Correlation between Cognitive Diversity and EFL Learners' Speaking Ability Dhari, Adwitya Widya; Syafryadin, Syafryadin; Sukesi, Erni
Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.3.678-696

Abstract

Speaking ability among English as a foreign language learners (EFL) is influenced by various factors, including cognitive diversity that encompasses individual differences in cognitive styles, information processing, problem-solving approaches, and learning preferences. This study investigated the relationship between cognitive diversity and speaking abilities among English Education students at the University of Bengkulu. Using a quantitative correlational approach with 30 students, cognitive diversity was measured through a questionnaire, and speaking ability was assessed via oral presentations. The data analysis involved calculating Simpson's Diversity Index to measure cognitive diversity levels, Cohen's Kappa to assess the inter-rater agreement on speaking ability scores, and Pearson's correlation analysis to determine the relationship between cognitive diversity and speaking ability. Findings revealed a positive but weak correlation (r=0.244, p=0.193) between the variables. While aligning with some prior research on individual cognitive differences in language acquisition, the modest correlation contradicts other findings on cognitive styles' influence on speaking ability among EFL learners. This dissimilarity may arise from sample size, student population characteristics, and other factors like instructional approaches and affective variables. The study emphasizes the importance of taking cognitive diversity into account, along with other factors, to optimize holistic development in EFL-speaking.
English Teachers’ Challenges and Strategies in Teaching Deaf Students in Bengkulu City Felisia, Renata Artha; Kasmaini, Kasmaini; Sukesi, Erni
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.637-648

Abstract

English teachers can have unique challenges in teaching English to deaf students. They need to utilize special strategies and resources. Gaining insight about the teachers’ challenges and strategies in teaching English for deaf students is important to enhance English language education for deaf learners. This research is intended to find the challenges of English teachers in teaching deaf students, besides to find out the strategies practiced by English teachers to overcome the challenges. The design was a qualitative research design. The data for this study were obtained from classroom observations and interviews conducted in-depth with two English teachers from two special schools (SLBN) located in Bengkulu City. The instruments were an observation sheet and an interview guidance. The results also show that teachers faced various challenges, including adapting the teaching material, encountering communication barriers and maintaining the motivation of the students. They used visual aids, interactive media, clear nonverbal communication, and student-centered approaches to overcome these challenges. The study also highlighted that resource limitation and the variety of sign language systems impacted the effectiveness of teaching. Deaf students face great challenges and English teachers use a wide range of effective strategies to overcome them. The outcome underscores the value of visual, interactive and relational pedagogies. It is important to better understand these issues in other contexts and with a greater diversity of disability.
Co-Authors Dhari, Adwitya Widya Felisia, Renata Artha Indah Damayanti, Indah Kasmaini, Kasmaini Syafryadin, Syafryadin Wijaya, Abraham Louise