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Journal of English Education and Teaching (JEET)

JEET
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Published by Universitas Bengkulu

ISSN : JEET EISSN : 26225867 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

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.

Arjuna Subject : -

Articles 10 Documents

Search results for , issue "Vol 3, No 3 (2019)" : 10 Documents clear

The Effect of Reinforcement toward Students' Speaking Ability Herdianti Kusumawardhani; Syafrizal S; Ildi Kurniawan
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This Experimental Research was conducted to find out whether reinforcement can improve the students’ speaking ability or not. The population of the research was the tenth grade students of SMAN 7 Bengkulu. The simple random sampling of the research was taken X MIPA 1 as the Experimental Group. The collection data used pre-test and post-test to see the changes of the students’ speaking score. T-test used to see the significant difference between both tests. The treatment is given to the students a set of praises as feedback in every students oral response. After doing 6 times of treatment on Experimental Group, the result indicates that reinforcement affected students speaking ability significantly. It was found that -Tcount was -18,351and -Ttable was -2,060. It means that -Ttable score was greater than -Tcount. It could be concluded that the experiment was successful because of reinforcement can improve the students’ speaking ability.

The Use of Mind Mapping Technique to Increase EFL Students’ Motivation in Writing (A Case Study at the Eighth Grade of A Junior High School in Brebes) Leni Sapitri; Etika Rachmawati; A M Surachmat
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This article focuses on describing the implementation of mind mapping technique to increase students’ motivation in writing descriptive text. An English teacher and 36 students in a Junior high school in Brebes participated in this study. A qualitative design was used, and data were collected through classroom observation, questionnaire and interview. This study found that the teacher did three steps in implementing mind mapping: giving students image of mind mapping, designing the writing task, and asking students to finish the writing task. Meanwhile, interview data indicated that most students enjoyed learning descriptive text by means of mind mapping. Regarding students’ motivation, data from observation revealed that most students enjoyed the activities, as seen from their enthusiasm. Likewise, questionnaire data indicated that most students gave positive perceptions towards the use of mind mapping. Most of them strongly agree with the statement that this strategy can make the learning process become imaginative. In short, it can be concluded that the teacher has successfully applied mind mapping technique. It can make the students enjoy and more interested in learning descriptive text. Therefore, the writers suggest that teachers apply various strategies in teaching and learning process, especially mind mapping, to create an enjoyable classroom atmosphere. Meanwhile, other researchers are recommended to discover the use of mind mapping in teaching other text types

Investigating Students’ Higher Order Thinking Skills (HOTS) in Writing Skill (A Case Study at the Eleventh Grade of a Senior High School in Banjar) Pian Suci Sopiani; Iskhak Said; Ratnawati .
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This study deals with the students’ Higher Order Thinking Skills (HOTS) in writing skill. This case study was aimed at figuring out the students use HOTS in writing, figuring out the kinds of the students’ HOTS in writing will be evident in writing, and figuring out the students’ responses on using HOTS in writing. The subject of this study was 21 students at the eleventh grade of a Senior High School in Banjar. Two research instruments used were the essay written test and the questionnaire. To assess the research instruments, the writer combined and synchronized the results by using triangulation analysis as adapted from Fraenkel et al. (2012, p. 559). The findings showed that Higher Order Thinking Skills (HOTS) were used by the students in learning writing. The findings also showed that the kinds of the students’ HOTS were evident that they improved their writing without any treatment. The findings also showed that there were some benefits of using HOTS in writing according to the students’ responses.

A Correlation between Students’ Anxiety Levels and Oral Presentation Performance in EFL Speaking Class Aisyah Amini; Elfrida .; Kasmaini .
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

ABSTRACTThis research was aimed to find out whether there is a correlation between students’ anxiety level and oral presentation’s performance in EFL speaking class. The population of this research was the 4th semester students in English Education Study Program of Bengkulu University class A, B and C with 51 students randomly chosen as the sample. The design of this research was descriptive quantitative with questionnaire and presentation test as the instruments. The questionnaire of this research was FLCAS (Foreign Language Classroom Anxiety Scales) by Horwitz (1986) meanwhile the presentation test was a presentation test rubric evaluated by two raters in order to find the reliability of the test. The result of this research showed that there was a significant negative correlation between students’ anxiety level and oral presentation test score from rater 1 and rater 2. Based on the result, the strength of this correlation was moderate. On the other hand, both of the results were in negative directions. The finding also showed that most of the students had “Mildly Anxious” level of anxiety and “Basic” category from presentation test score. It can be concluded that anxiety can influenced the students’ speaking skill especially while performing a presentation in front of the class. Some factors as like fear of making mistakes, being seen by a lot of people, or being interrupted by the lecturers can increase the students’ anxiety. Keywords : Anxiety Levels, Oral Presentation, Speaking.

The Correlation Between Listening Habit to English Song and Vocabulary Mastery Wardiansyah .; Barnabas S.; Elfrida .
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

ABSTRACTThe aims of this research were to find out the correlation between students’ listening habit to English song and their vocabulary mastery. This research applied correlational study which was used quantitative design. The subjects were 60 students of Third Grade Students of SMPN 06 Kota Bengkulu. The data were collected from two instruments: (1) questionnaire was used to get data about students’ listening habit to English song and (2) VLT test was used to get data about students’ vocabulary mastery. The result of calculation was using Pearson Product moment formula process by SPSS IBM Statistic Version 20 Program, which showed the score of rxy bigger than the score of r table (0,835 > 0,254). It means that Ha was accepted and H0 was rejected. In conclusions, there is a positive and significant correlation between listening habit to English song and vocabulary mastery of third grade students of SMPN 06 Kota Bengkulu.

Whatsapp Voice Note in Speaking Class Hega Nurazizah; Lilies Youlia Friatin; Bambang Ruby Sugiarto
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.

Implementing Blended Learning Toward Students’ Self Efficacy in Writing Class: Students and Teachers’ Voice Jamila Hamidah; Ishak Said; Ratnawati .
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This article reports on students' and teachers’ perceptions and of their self-efficacy on implementing blended learning in writing class. Self-efficacy has been defined as the belief we have in our own abilities, specifically our ability to meet the challenges and complete a task successfully (Akhtar, 2008).This research employed a survey study by means of questionnaire and interview. Fifty one of the third year students of English Department Galuh University were employed as participants. The result of this research showed that students’ self-efficacy improved after learning in writing classes on implementing blended learning, the students felt confident, enjoy the class, and then the students felt more motivated when learning. Furthermore, most of the students stated that self-efficacy was necessary, because it affected not only on implementing blended learning in writing class but also in the other courses. Each student has different self-efficacy, high and low self-efficacy that is able to influence how their learning achievement. it is recommended to further research that self-efficacy measurements must be far better and more accurate from various aspects. Thus the results would be certainly more relevant and detailed.

Using a Debate method to Increase the Students’ Speaking Skill on Discussion Text at Class XII SMAN 1 Kota Bengkulu at the 1ST Semester Academic Year 2017/2018 Laina Tusifah
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This research is done because the mean of pretest speaking is 65.73. The KKM is 75.00. The problems of this research are: 1) Can the use of a Debate Method increase the students’ Speaking Skill on Discussion Text at class XII SMAN 1 Bengkulu?. 2) How is the effectiveness of procedures of Using a Debate Method to Increase the Students’Speaking skill on Discussion Text at class XII SMAN 1 Bengkulu? The aims of this research are: 1).To increase the students’ speaking skill on Discussion Text at class XII SMAN 1 Bengkulu. 2).To find out how the effective procedure of using a debate method to increase the students’ speaking skill on discussion text at class XII SMAN 1 Bengkulu. This classroom action research which uses descriptive qualitative technique. This method uses pre-test and two cycles. Each cycle consists of four steps: planning, action, observation, and reflection. The source of the data is the teacher, collaborator as observer and students, and the result of the test. The total of the students are 35 students. Technique and collecting data uses observation and test.The result of classroom action research from observation cycle 1 is not good, that is 65%. And the result speaking test cycle1 is not good either, the mean score is 74.93%. 2 students get score 55-64, and the percentage is 5.71%. 12 students get score 65-74, and the percentage is 34.29%. 21 students get score 75-84 and the percentage is 60%. N0ne get score 85-94. The result of observation cycle 2 is good, that is 89%, and so is the result speaking test cycle 2, and the mean score is 80,64% .None of students get score below 75, and the percentage means 0%, 31 students get score 75-84, and the percentage is 88,57%. 4students get score 85-94, and the percentage is 11.43%. And even thought none student gets score 95-100 ,but the result is satisfied. The mean is 80,64. From the observation result of the test cycle 2 shows that the success of the learning process is good. KKM for English is 75.00, so the learning activity of students is fulfilled for the KKM. From the result of the cycle test 2, the mean score is 80,64% , learning activity uses a Debate Method to Increase the students’ speaking skill on Discussion Text at class XII IPS 2 SMAN 1 Bengkulu semester 1 academic year 2017-2018 is successful.

Corrective Feedback on Pronunciation Errors: Teacher’s Perception and EFL High School Students’ Self-Reflection Neng Eva Agustuna; Rina Herlina; Didih Faridah
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This research investigates EFL high school students’ self reflection of teacher’s corrective feedback on pronunciation errors. The methodology of this research was qualitative which used case study as a research design. The data were collected from classroom observation, semi-structured interview of one English teacher, and questionnaire of twenty five students at eleventh grade. The findings revealed that the students’ self reflection could be seen when the teacher providing the corrective feedback. The students could be aware that they often do the errors in pronouncing English because of the difficulties of using English. However, the teacher’s feedback was directed the students to learn about how to pronounce English properly. The researchers conclude that by using self-reflection, the students would be aware of their strength and weakness. Furthemore, it supports self motivated, self-awareness, self-observation, self-analysis, and self-evaluation of the students in pronouncing English. Finally, the researchers suggest that self-reflection can integrate into the other aspects such as writing, reading, and listening. Thus, the students can get the valuable learning process.

EFL Learners’ Perceptions towards their Self-Efficacy in Learning Public Speaking Course Ima Siti Maryam; R Bunga Febriani; Asep Dudi Kurnia
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This article reports on EFL learners’ perception towards their self-efficacy in public speaking course. Self-ef?cacy has been de?ned as a person’s perceptions of his or her capabilities to complete a speci?c task with the skills that s/he possesses (Bandura, 1997). Thus, It is important for students to measure their skill in order to improve achievement in public speaking course. This research employed a survey study by means of two data collection techniques; questionnaire and interview. The sample of this research was 60 third year students of English department Galuh University. The research result showed that students’ self-efficacy improved after learning public speaking course and the students felt confident using English in front of people. Furthermore, self-efficacy affected not only in public speaking course but also in the other courses. Meanwhile, the high and low self-efficacy might be affected students’ achievements, however, they have similar purpose in public speaking courses, which they want to speak formally without feeling nervous. They have various efforts and strategies to achieve success in this course. This research concludes that self-efficacy in public speaking learning process to third year students of English department Galuh University was important to improve their achievement in speaking skill and improve their confident.

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syafryadin

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Journal Mail Official
jeetfkip@gmail.com

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Location
Kota bengkulu,

Bengkulu

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name syafryadin

Contact Email syafryadin@unib.ac.id

Phone -

Journal Mail Official jeetfkip@gmail.com

Editorial Address -

Location Kota bengkulu, Bengkulu INDONESIA

Abstract

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Contact Name
syafryadin

Contact Email
syafryadin@unib.ac.id

Phone
-

Journal Mail Official
jeetfkip@gmail.com

Editorial Address
-

Location
Kota bengkulu,

Bengkulu

INDONESIA