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 CORRELATION BETWEEN STUDENTS’ SELF-EFFICACY AND THEIR LISTENING COMPREHENSION ]]>
<![CDATA[Anggun Bakti]]>;
<![CDATA[Dedi Sofyan]]>;
<![CDATA[Elfrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.66-78
<![CDATA[The aim of this research was to find out the correlation of students’ listening self-efficacy and their listening comprehension.. The population of this research was the Eighth Semester English Education Study Program Students of Universitas Bengkulu in the 2018/2019. The sample was taken by using total sampling of the students who has TOEFL score below 450. There were 40 students as the sample from two classes. There were two research instruments used in this research, listening test and self-efficacy questionnaire. Based on the data analysis, it was found that the r-obtained was 0.20. It means that there is a correlation between the students’ self-efficacy and their listening comprehension. As a consequence, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Since the r- obtained (0.20) was lower than the r-table(0.3125), the correlation was not really significant.]]>
<![CDATA[NEEDS ANALYSIS OF ESP FOR TOURISM STUDY PROGRAM AT SMKN 7 (SENIOR VOCATIONAL SCHOOL) KOTA BENGKULU ]]>
<![CDATA[Rezky Oktarin]]>;
<![CDATA[syahrial .]]>;
<![CDATA[Alamsyah Harahap]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.14-28
<![CDATA[The design of this research is quantitative-qualitative descriptive research. The purpose of this research are first to analyze the English learning needs of students in Tourism Study Program and second to analyze the suitability of existing English textbook used. The subjects of this research are students of SMKN 7 Bengkulu 12th grade, English teachers in SMKN 7 Bengkulu, graduates of Tourism Study Program, and the English language users in the field of Tourism. In this study, researcher used the needs analysis to find what are the need, lacks, and want of students in learning English. The instruments that used in this study are questionnaires, interview, and existing English textbooks used in English language learning. The result of the research indicate that the needs of the Tourism Study Program student grade XII of SMKN 7 Kota Bengkulu are materials and activities that support their activities to work in the tourism field and the existing English textbook used by Tourism Study Program student grade XII of SMKN 7 Kota Bengkulu that is English textbook from Kementerian Pendidikan dan Kebudayaan Indonesia (2015) do not cover the students’ need.]]>
<![CDATA[THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS ]]>
<![CDATA[Deborah Purwanti]]>;
<![CDATA[Hilda Puspita]]>;
<![CDATA[Mulyadi .]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.79-94
<![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.]]>
<![CDATA[Discourse Markers in Argumentative Essay by the English Education Study Program’s Students of Universitas Bengkulu: A Cross-sectional Study ]]>
<![CDATA[Khamidah Nurman]]>;
<![CDATA[Safnil Arsyad]]>;
<![CDATA[Zahrida -]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.29-41
<![CDATA[This research is aimed to find the most frequent type of discourse markers used in the argumentative essay and the differences in its use written by the first, third, and fifth semester students of English Education study program of Universitas Bengkulu. The documentation technique and checklist are used in this research. Thirty two argumentative essays written by English Education Study Program’s students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. The results showed that the most frequent type of discourse markers used by English Education students is additive markers (58%). And the students have different amount of discourse markers in their writing where the third semester students used more discourse markers than the other two group of students (148). It is highly encouraged for English Education instructors to take teaching discourse markers specifically into account. It is also suggested for future researchers to further analyze the correct use of discourse markers in the argumentative essay written by English Education Study Program students of Universitas Bengkulu.]]>
<![CDATA[Factors Affecting Students’ Difficulties in Speaking Performance of The Tenth Grade Students of SMA Negeri 1 Tiworo Kepulauan ]]>
<![CDATA[Hendriati Afebri]]>;
<![CDATA[Aderlaepe .]]>;
<![CDATA[Khusnun Muhsin]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.95-105
<![CDATA[Students’ speaking performance could be affected by factors that come from performance conditions (time pressure, planning, standard of performance and amount of support), affective factors (such as motivation, confidence and anxiety), listening ability, topical knowledge and feedback during speaking activities. The purpose of this study was to analyze, describe and determine factors affecting students’ difficulties in speaking performance of the tenth-grade students of SMA Negeri 1 Tiworo Kepulauan. This study employed quantitative design in the form of survey. The samples were 30 students of X MIA 2 which were taken by using random sampling. The data were collected by using close ended questionnaire and were analyzed by using SPSS version 16. The results of this research showed that of the three factors affecting students’ difficulties in speaking, the highest percentage was linguistic factors including grammar, vocabulary and pronunciation. It was concluded that the students got difficulties in performing speaking task. Keywords: Speaking Performance, Students’ Difficulties]]>
<![CDATA[THE ANALYSIS OF STUDENTS’ LISTENING LEARNING STYLE (A STUDY OF THE 5TH SEMESTER STUDENTS AT ENGLISH EDUCATION STUDY PROGRAM OF UNIVERSITAS BENGKULU IN ACADEMIC YEAR 2018/2019) ]]>
<![CDATA[Indri Wulandari]]>;
<![CDATA[Alamsyah Harahap]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.42-52
<![CDATA[This research attemted to find out the learning style used in learning listening. This research was carried out by employing descriptive quantitative design. The population of this research was the fifth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 36 questions related to the learning style. The questionnaire adapted from Joy Reid written in Dede Nurul Faridah (2014). The results of this study showed that the students used three types of learning style in learning listening ( visual, auditory and kinesthetic). The most used learning style was auditory (Mean score:2.85), visual (Mean score:2.75) and kinesthetic (Mean score:2.50). In conclusion, there were three learning style used in learning listening, and the most dominant learning style is auditory. ]]>
<![CDATA[An Analysis of English Speaking Syllable Words Stress Errors by The Students of English Education Study Program of University of Bengkulu ]]>
<![CDATA[Ronaldi Styvant]]>;
<![CDATA[Arasuli -]]>;
<![CDATA[Rudi Afriazi]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.106-115
<![CDATA[This research was aimed at finding out the errors of English speaking syllable stress by the students of English Education Study Program, University of Bengkulu. The subject of this study was 19 students with highest GPA and speaking and Phonetic phonology score or both of them of English Program. The method of data collection was recorded. The data were collected by recording their pronunciation in reading words stress and Audacity program to analysze the data. The result of this research showed that English Students pronunced syllable words stress in the first syllable and second syllable with average predicate and 2 stresses in a word with low predicate. Meanwhile, this research also found that a lot of students put the stress on the first syllable.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MASTERY ON LEXICAL COLLOCATION AND THEIR READING COMPREHENSION ]]>
<![CDATA[Wulan Trisviana]]>;
<![CDATA[Rudi Afriazi]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.53-65
<![CDATA[The aims of this research were to find out the correlation between students’ mastery of lexical collocation and their reading comprehension. This research applied correlational study which used quantitative design. The subjects were 66 of the Fifth-Semester Students of English Education Study Program at University of Bengkulu in Academic Year 2018/2019. The data were collected from two instruments: (1) lexical collocation test was used to get data about students’ mastery of lexical collocation and (2) reading comprehension test was used to get data about students’ reading comprehension achievement. The result of the two instruments counted by using Pearson’s Product Moment formula and checked it by using SPSS 22 Program. The conclusion were (1) The result score of lexical collocation test showed that 53% of the students got score over 70, it means that half of the total subject of the students have a good knowledge of collocation especially in lexical collocation. (2) There was high significant correlation between students’ mastery of lexical collocation and their reading comprehension. The result of calculation using Pearson Product moment formula and SPSS 22 Program can be seen in table 4.1 which showed the score of arithmetic r > the score of r table (0,825 > 0,315). It means that Ha was accepted and H0 was rejected.]]>
<![CDATA[The Analysis of Factors that Affect Students Anxiety in Speaking for Presentation Class (A Study of the Fourth Semester Students at the English Education Study Program of University of Bengkulu in Academic Year 2018/2019) ]]>
<![CDATA[Nadia Agustin]]>;
<![CDATA[Mulyadi .]]>;
<![CDATA[Elfrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.116-126
<![CDATA[This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for presentation class and the most dominant factors is the Fear of Negative Evaluation]]>
<![CDATA[The Correlation between Reading Self-Efficacy and Reading Comprehension ]]>
<![CDATA[Dona Rahma Fitri E.]]>;
<![CDATA[Dedi Sofyan]]>;
<![CDATA[Fernandita Gusweni Jayanti]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.1-13
<![CDATA[AbstractThe purpose of this research was to find out the correlation between reading self-efficacy and reading comprehension. The research applied correlational study which used quantitative design. The sample was 273 of twelfth grade students of science class at SMAN 5 Bengkulu. The data were collected by using two instruments: (1) the reading self-efficacy questionnaire which was used to measure the students’ reading self-efficacy and (2) reading comprehension test which was used to know the students’ reading comprehension. The correlation between the two variables was calculated by using Pearson Product Moment in SPSS 15. The result shows that there is a significant correlation between reading self-efficacy and reading comprehension. The score of significance level is < 0.05 (0.000 < 0.05) which means that H1 was accepted and H0 was rejected. So, it can be inferred that the higher the reading self-efficacy, the higher the reading comprehension. Keywords: Reading Comprehension; Self-Efficacy]]>
