Journal of English Education and Teaching (JEET)
Journal of English Education and Teaching (JEET) with online ISSN 2622-5867 is a journal which is published four times a year in December, March, June, and September. We accept mainly research-based articles related to English Education and Teaching. The articles must be in English.
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<![CDATA[THE STUDY OF ENGLISH DEPARTMENT STUDENTS’ ERRORS IN USING GERUNDS ]]>
<![CDATA[Partini Puji Rahayu]]>;
<![CDATA[Mazrul Aziz]]>;
<![CDATA[Zahrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.96-105
<![CDATA[This study aims to find out types of error in using gerunds, the most dominant error and the causes of error made by the students of the sixth semester of English Department FKIP UNIB 2016/2017 in using gerunds. The title of this paper is “The Study of English Department Students’ Errors in Using Gerunds (A Case Study at the Students of the Sixth Semester of English Department FKIP UNIB 2016/2017). In term of research methodology, the researcher used both quantitative and qualitative method in analyzing the data. The technique of collecting the data in this research was a composed test. The subject of this study was 79 students in the sixth semester of English Department FKIP UNIB 2016/2017. The result of this research showed that the students of the sixth semester of English Department FKIP UNIB 2016/2017 made errors in using eight types of gerunds. They were gerund as object of preposition, gerund as subject of a sentence, gerund as direct object of certain verbs, gerund as the complement of a sentence, gerund after special expressions, gerund as passive form, gerund as possessive and gerund used in the negative adjective ‘no’. The most dominant error made by the students of the sixth semester of English Department FKIP UNIB 2016/2017 in using gerunds was gerund as direct object of certain verbs. In this research, the researcher found three causes of error in using gerunds. They were overgeneralization, ignorance of rule instructions and incomplete application of rules. Ignorance of rule instructions became the dominant cause in this research. The errors made by the students in using eight types of gerunds were caused by ignorance of rule restriction because the students did not master the rule in grammar especially in learning gerunds]]>
<![CDATA[THE CONTENT ANALYSIS OF BAHASA INGGRIS TEXTBOOK FOR SENIOR HIGH SCHOOL GRADE X PUBLISHED BY KEMENDIKBUD 2014 ]]>
<![CDATA[Rut Glory Dilla]]>;
<![CDATA[Indah - Damayanti]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.1-8
<![CDATA[The design of this research was descriptive quantitative. It aimed to find out the category of material and task in Bahasa Inggris Textbook for Senior High School published by Kemendikbud 2014. The subject of this study was textbook for grade tenth, consisting of 2 books (first semester and second semester) which each book consist of 9 chapters which were made up 268 materials and tasks. The data was collected by using observation checklist that proposed by Permendikbud number 08 2016 and some experts (Cunningsworth (1995), Celce-Murcia (1979), Wahab (2013)). The result showed that the materials and tasks which divided into 4 aspects; material aspect, linguistic aspect, material presentation aspect and graph aspect showed the different result. The material aspect was categorized into poor category while the others were categorized into good category. Therefore this book can be categorized into good category. In language skills (listening skill, speaking skill, reading skill and writing skill) also showed the different result. The listening skill showed low percentage in good category while the others skill showed high percentage in good category. Consequently, it can be concluded that language skills in this book was not balance.]]>
<![CDATA[THE STUDENTS’ ABILITY IN USING CONJUNCTIONS (A DESCRIPTIVE QUANTITATIVE STUDY OF THE SIXTH SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM BENGKULU UNIVERSITY) ]]>
<![CDATA[Rahma Syafitri]]>;
<![CDATA[Arasuli .]]>;
<![CDATA[Barnabas Sembiring]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.58-64
<![CDATA[The purpose of this research was to describe the ability of the students in 6th semester of English study program in using English conjunctions. The design of this research used descriptive quantitative study. The population of this research was 78 students in English study program Bengkulu University and the samples were 65 students. In collecting the data, the researcher used multiple choices conjunctions test. Based on the finding of the research, the ability of the students in using coordinate conjunctions was in enough category with the mean scores 61. The ability of the students in using correlative conjunction was good with the mean scores 79. The ability of the students in using relative conjunction was good with the mean score 78. The ability of the students in using subordinate conjunction was good with mean score 78, the same as the ability in using relative conjunction. According to the result in every type of conjunctions, the researcher concluded that the ability of the students in using conjunctions was in enough category with the mean score 74. ]]>
<![CDATA[ENGLISH LEARNERS’ STRATEGIES IN LEARNING SPEAKING SKILL (A STUDY OF UNDERGRADUATE STUDENT OF ENGLISH EDUCATION STUDY PROGRM AT UNIVERSITAS BENGKULU IN 2016/2017 ACADEMIC YEAR) ]]>
<![CDATA[Venti Septika Trialoka]]>;
<![CDATA[Hilda Puspita]]>;
<![CDATA[Syafrizal Sabarudin]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.9-20
<![CDATA[The aim of this research was to find out the strategies used by the English Education Study Program students in learning speaking skill. It was designed as a descriptive quantitative research. The population was 240 students of English Education Study Program of Universitas Bengkulu in the 2016/2017academic year. The samples were 60 students, taken from 25% of the total population. The data were collected by using a set of questionnai re. There were 30 statements of speaking learning strategies which consisted of three categories of learning strategies proposed by O’Malley and Chamot (1990). They were metacognitive strategy, cognitive strategy, and social affective strategy.The instrument of this research was adapted from Liao and Chiang (2004).The result of this study showed students of English Education Study Program preferred to use all category of that learning strategy. In addition, the most frequently used strategy group by the students was social affective strategy (M=2.67). ]]>
<![CDATA[A COMPARATIVE STUDY OF TYPES OF CONJUNCTIONS USED IN THE RESULTS AND DISCUSSION SECTION OF STUDENTS’ RAS AND TEFLIN JAs PUBLISHED IN 2015 ]]>
<![CDATA[Dian Rahayu Purba]]>;
<![CDATA[Safnil .]]>;
<![CDATA[Rosnasari Pulungan]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.65-73
<![CDATA[The purpose of this research was to identify the types of conjunctions used in students’ RAs (RAs) and TEFLIN journal articles (JAs). The design of this research was descriptive comparative method. The object of this study was 13 research articles written by S1 students of English Department of Education Faculty in University of Bengkulu graduated in 2015 and 2 TEFLIN journal articles which were published in 2015. The instrument used in this research was check-list and the data were collected by using documentation method. To analyze the data, the quantitative method, including statistical and descriptive analysis, was applied. The result of this research showed that the most common conjunction used in students’ RAs was and (42.98%) with subordinating conjunctions (61.74%) as the, while the most common conjunction used in TEFLIN JAs was that (36.66%). In addition, the most frequent type of conjunctions used in students’ RAs was coordinating conjunctions (56.11%), while the most frequent type of conjunctions used in TEFLIN JAs was subordinating conjunctions (61.74%). There was a significant difference between those two groups.]]>
<![CDATA[SUBJECT-VERB AGREEMENT ERRORS MADE BY SIXTH SEMESTER ENGLISH EDUCATION STUDENTS ]]>
<![CDATA[Eki Putra Hidayatullah]]>;
<![CDATA[Syarial . .]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.21-34
<![CDATA[This resarch used descriptive quantitative method. This research aimed to find out subject- verb agreement errors made by sixth semester Engllish Education students of Universitas Bengkulu and to find out the possible causes of the errors. The samples of this research were sixth semester English Education students of Universitas Bengkulu in 2016/2017 academic year. The data were collected by conducting writing. The results of the data were analyzed descriptively by using Surface Strategy Taxonomy by Dulay et al (1982) to analyze the types of errors and theory of causes of errors by Richards (1974) to analyze the causes of errors. The result shows that there were 3 types of subject-verb agreement errors found in students’ essays. The errors were omission (49 %), addition (25 %) and misinformation (26 %). Another result shows that there were 2 possible causes of subject-verb agreement errors in this research. They were interlingual errors (2 %) and intralingual & developmental errors (98 %).]]>
<![CDATA[DESCRIPTIVE STUDY OF GRAMMAR LEARNING APPLIED BY STUDENTS OF ENGLISH DIPLOMA III STUDY PROGRAM ON THEIR PERSONALITY TYPES ]]>
<![CDATA[Deninda Dwi Putri]]>;
<![CDATA[Mulyadi .]]>;
<![CDATA[Indah Damayanti]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.74-85
<![CDATA[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.]]>
<![CDATA[THE EFFECT OF STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD) TECHNIQUE TOWARD STUDENTS’ SPEAKING SKILL AND CLASS PARTICIPATION ]]>
<![CDATA[Ildi Kurniawan]]>;
<![CDATA[Mukhaiyar .]]>;
<![CDATA[Yenni Rozimela]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.35-47
<![CDATA[This quasi-experimental research was aimed to find out the effect of STAD technique toward students’ speaking skill and class participation at grade XI of SMAN 5 Kota Bengkulu in academic year of 2011/2012. The population of this research was the students at grade XI of SMAN 5 Kota Bengkulu in academic year of 2010/2011 that consisted of 168 students. The sample of this research was IPA 4 which comprised 27 students and IPA 5 which comprised 27 students and the two classes were cluster randomly selected as a research sample. The data were collected through speaking test and observation sheet of class participation. The data were then analyzed by using t-test and analysis of variances. The findings of this research showed that (1) the students who were taught by using STAD technique gave significant effect toward their speaking skill achievement. (2) The students who were taught by using STAD technique gave significant effect toward their class participation. (3) The students who were taught by using STAD technique gave significant effect toward students’ speaking skill and class participation. Thus, it can be concluded that STAD technique gave significant effect toward students’ speaking skill and class participation at grade XI of SMAN 5 Kota Bengkulu in academic year of 2011/2012.]]>
<![CDATA[VOCABULARY LEARNING STRATEGIES APPLIED BY THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF BENGKULU UNIVERSITY ]]>
<![CDATA[Robenna Sihotang]]>;
<![CDATA[Rudi Afriazi]]>;
<![CDATA[Imranuddin .]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.86-95
<![CDATA[The aims of this research were to find out vocabulary learning strategies applied by the students of English Education Study Program of Bengkulu University and also the most and the least frequently applied strategies. This research was designed as a descriptive quantitative. The population was 343 students of English Education Study Program of Bengkulu University. The sample of this research was 86 students chosen randomly from the population. The instrument was questionnaire adapted from Schmitt’s Vocabulary Learning Strategies Taxonomy (1997). The result of this study showed that the students applied the six groups of vocabulary learning strategies. However, the mean score of overall strategies indicated that the students applied the strategies in the frequency of “Sometimes”. Moreover, Determination strategy was the most frequently applied by the students, followed by Metacognitive strategy, Cognitive Strategy, Memory strategy, Social (Discovery) strategy, and Social (Consolidation) as the least frequently applied by the students. It can be concluded that the students of English Education Study Program preferred to learn and deal with new word individually to ask people’s helps.]]>
<![CDATA[THE EFFECT OF USING GRAPHIC ORGANIZER TO STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Kiki Juniarti]]>;
<![CDATA[Dedi Sofyan]]>;
<![CDATA[Kasmaini .]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.48-57
<![CDATA[This study aimed at investigating the effect of using Graphic Organizer to students’ writing ability. This research was designed as a quasi-experimental research. The population of this research were all eleventh grade students at SMA N 1 Bengkulu Utara. The sample of this research was chosen by purposive sampling technique, so there were two science classes which consist of 52 students as the sample. Pre-test and post-test were involved as the instrument of this research. The first group was as experimental group taught by graphic organizer technique and the second group was as control group taught by conventional technique. The pre test was given to both experimental and control groups at the beginning, treatments were given in six meetings, and post test given at the end of the term. The data were analyzed by using t-test formula. From the calculation, the researcher found that the t-test value was 5.00, the degree of freedom value was 50, and the t-table was 3.49. Since t-test was higher than t-table (5.00 > 3.49), it meant that alternative hypothesis (H1) was accepted. Thus, it could be concluded that the use of graphic organizer was effective to students’ writing ability in term of content, organization, and language use.]]>
