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.
Articles
10 Documents
Search results for
, issue
"Vol 2, No 2 (2018)"
:
10 Documents
clear
<![CDATA[AN ANALYSIS OF THE FORMS OF CODE MIXING ON FACEBOK STATUS USED BY ENGLISH STUDY PROGRAM STUDENTS AT BENGKULU UNIVERISITY IN ACADEMIC YEAR 2016/2017 ]]>
<![CDATA[Sinci Lea Jeni Pratiwi]]>;
<![CDATA[Dedi Sofyan]]>;
<![CDATA[Imranuddin .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (210.165 KB)
|
DOI: 10.33369/jeet.2.2.29-34
<![CDATA[The aim of this research was to investigate the forms and the differences of code mixing by English Study Program students. The subject were four enrollments, they were 2nd, 4th, 6th, and 8th semester students. The object of this researcher was English Study Program student’s status on Facebook. This research used descriptive qualitative method. The instruments of this research were note and checklist. Technique of this research was documentation. The result of this research shows the English Study Program students used forms of code mixing such as; the insertion of word, the insertion of phrase, the insertion of hybrid, the insertion of word reduplication, the insertion of idiom, and the insertion of clause. Furthermore, there were the differences of using of code mixing by English Study Program students in each semester]]>
<![CDATA[THE EFFECT OF CLUSTERING TECHNIQUE ON STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Sumartini .]]>;
<![CDATA[Hilda Puspita]]>;
<![CDATA[Zahrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (257.524 KB)
|
DOI: 10.33369/jeet.2.2.83-92
<![CDATA[The research was aimed to investigate whether clustering technique can affect students’ writing ability. The research was conducted at the first year students of Senior High School number 8 Bengkulu. In conducting the research, the researcher applied a quasi experiment method with MIA 2 and MIA 1 as the sample. MIA 2 as an experimental group that consist of 24 students was taught by using clustering technique and MIA 1 as a control group that consist of 26. They were taught by conventional technique. Both of the groups were given pre-test at the beginning, the post test at the end of the treatment. The data were analyzed by using t-test formula. From the culculation, the reseacher found that t-count was 2.07 and t-table was 2.01. For T-count of organization was 2.56, t-count of content was 3.62 and t-count of coherent was 3.47. Since t-count was higher that t-table, it means H1 was accepted. So, it can be concluded that clustering technique affects students’ writing ability. In spesific, clustering technique improved students’ content, organization, and coherent text.]]>
<![CDATA[STUDENTS’ STRATEGIES IN RESPONDING TEACHERS’ ORAL QUESTIONS ]]>
<![CDATA[Foristia Kencana Wensi]]>;
<![CDATA[Hilda Puspita]]>;
<![CDATA[Rudi Afriazi]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (305.89 KB)
|
DOI: 10.33369/jeet.2.2.35-45
<![CDATA[The aim of this research was to find out the strategies used by the English Education Study Program students in responding teacher oral questions. The research was designed as a descriptive quantitative research. The population of the research was sixth semester students of English Education Study Program of Universitas Bengkulu in the 2017/2018 academic year. The samples were 69 students. The data were collected by using a set of questionnaire. There were 25 statements of responses strategies which consisted of seven categories of response strategies proposed by Lui et. al (2018) and any communication strategies proposed by Dornyei (1997). They were avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. The result of this study showed that students of English Education Study Program preferred to use six categories i.e., accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, and denial strategy and one was seldom used namely apology strategy. In addition, the most frequently used strategy group by the students was avoidance strategy.]]>
<![CDATA[AN ANALYSIS OF WORD FORMATION ENCOUNTERED IN MEDICAL TERMS IN THE JAKARTA POST’S ARTICLES ]]>
<![CDATA[Nurlin Triwahyuni]]>;
<![CDATA[Imranuddin .]]>;
<![CDATA[Zahrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (141.449 KB)
|
DOI: 10.33369/jeet.2.2.93-102
<![CDATA[The aim of this research was to find out the types of word formation in medical terms in The Jakarta Post’s health articles. This research was designed as a descriptive qualitative research. The population of this research was all medical terms in The Jakarta Post newspaper. The sample of this research was medical terms found in seven health articles in The Jakarta Post newspaper which published from June until December 2016. Documentation was used as main instrument in this research. There were 10 types of word formation by Yule (2010). The result of this study showed, there are 55 data of derivation, 20 data of compounding, 16 data of borrowing, 11 data of acronym, 2 data of clipping, and one data of backformation. It can be concluded, there are six types of word formation were found in seven health articles. Further, there is no coinage, blending, conversion, and multiple processes were found in medical terms in seven health articles in The Jakarta Post’s newspapers.]]>
<![CDATA[A COMPARATIVE STUDY ON INTROVERT AND EXTROVERT STUDENTS PERSONALITY IN ENGLISH LISTENING SCORES ]]>
<![CDATA[Yessi Travolta]]>;
<![CDATA[Mulyadi .]]>;
<![CDATA[Imranuddin .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (157.236 KB)
|
DOI: 10.33369/jeet.2.2.9-19
<![CDATA[The objectives of this research were to investigate whether there were any significant differences between introvert and extrovert students on their listening score and to find out which of the students who have better in English listening scores. This research was a descriptive comparative research. The samples of this research were 66 students consisting of 33 introvert students and 33 extrovert students at the fourth semester students of English education study program in Bengkulu University. The instruments of this research were personality questionnaire by Laney (2002) was used to determine the introvert and extrovert personality, and TOEIC Listening simulation was used to find out the students’ listening scores. The researcher used SPSS Independent Group t-test with significant level 0.05. The result of the analysis indicated that Sig. P (2-tailed) was 0.003 > 0.05. Furthermore, the computation showed that the mean score of introvert was 364.39, and the mean score of extrovert was 322.12. Therefore, the mean score of introvert group was higher than extrovert group. It could be concluded that the results of the research were: (1) There was significant difference between introvert and extrovert students on their English listening scores, (2) The introvert students have better in English listening score than the extrovert students.]]>
<![CDATA[FACTORS CAUSING FOREIGN LANGUAGE ANXIETY (FLA) IN SPEAKING ]]>
<![CDATA[Alheru Akbar]]>;
<![CDATA[Dedi Sofyan]]>;
<![CDATA[Indah Damayanti]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[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
<![CDATA[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]]>
<![CDATA[AN ANALYSIS OF CODE MIXING IN A DEBATE ACTIVITY AS PART OF ENGLISH CLUB PROGRAMS AT SMAN 2 BENGKULU CITY ]]>
<![CDATA[Darpeli Eli Zetri]]>;
<![CDATA[Arasuli .]]>;
<![CDATA[Mazrul Aziz]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (163.889 KB)
|
DOI: 10.33369/jeet.2.2.1-8
<![CDATA[The aim of this research is to investigate code mixing produced by the students of ‘Debate Activity as part of English Club’ program at SMAN 2 Bengkulu city. The design are descriptive quantitative and qualitative. The subject is eight students who are involved in the debate activity. The instruments consist of observation checklist and interview. The data are taken from the recording of the debate activity on 18th May 2018. In analyzing the data, the researcher trancribes the recording, classifies the data which can be categorized as code mixing based on Fasold’s theory (2004), analyzed the reasons why the students mixed the code, made a percentage and draw conclusion. The result showed that there were two types of code mixing applied by the students in debate activities. The type of code mixing appeared were insertion of word code mixing (56.6%) and insertion of phrase code mixing (43.3%). The data of interview were some reasons why the students mixed the code in the debate activity, namely repetead used for correction, because of unintentionally, and because of less vocabulary. However, the code mixing could not be denied in debate activity as part of English club programs. ]]>
<![CDATA[METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU ]]>
<![CDATA[Herlina Syafrianti]]>;
<![CDATA[Bambang Suwarno]]>;
<![CDATA[Elfrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (181.997 KB)
|
DOI: 10.33369/jeet.2.2.58-67
<![CDATA[This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension.]]>
<![CDATA[THE ANALYSIS OF ENGLISH STUDENTS’ PERCEPTION OF MORALE IN ALICE THROUGH THE LOOKING GLASS MOVIE ]]>
<![CDATA[Diana Lukitasari]]>;
<![CDATA[Barnabas Sembiring]]>;
<![CDATA[Indah Damayanti]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (215.306 KB)
|
DOI: 10.33369/jeet.2.2.20-28
<![CDATA[This research aimed to know the students’ perceptions of morale in “Alice through the looking glass” movie and the influence of morale toward English Students Fourth Semester Class A of Bengkulu University. This research was a Descriptive Quantitative research. In this research, the researcher used questionnaire and interview as the instrument. In the questionnaire the researcher used close-ended and open-ended question. The result showed that the students have good perception about the morale that contained in the movie. That is why there were compatibility between the student’s answer and the researcher analysis. There were 15 morales that the researcher and the students have found. Furthermore, there were some influences of morale to the students such as, students could build a good character, attitude, behavior, and social behavior from it and be able to distinguish what is right and what is wrong.]]>
<![CDATA[THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS ]]>
<![CDATA[Debora Purwanti]]>;
<![CDATA[Hilda Puspita]]>;
<![CDATA[Mulyadi .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (278.642 KB)
|
DOI: 10.33369/jeet.2.2.68-82
<![CDATA[This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.]]>
