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Journal of English Education and Teaching (JEET)
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
 1 
Search results for , issue "Vol 5, No 1 (2021)" : 10 Documents clear
Multimodal Resources to Enrich Meaning Construction by EFL Teacher Eka Apriani; Umu Arifatul Azizah; Ruly Morgana; Syafryadin Syafryadin
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.123-137

Abstract

This study aimed at exploring qualitatively the types and the applicative principles of multimodal resources which were utilized in teaching English. Eight Indonesian English teachers having varied teaching experiences were engaged as the participants in this study. They were selected purposively in accordance with several considerations. Those were that they owned sufficient teaching experiences, and currently were graduate English students. This condition could guarantee that they owned adequate practice and familiarity to the issues, knowledge, and technical terms related to multimodality and multimodal resources so that they managed to provide the expected data. The information regarding the types of multimodal resources was obtained from questionnaire, and that about the applicative principles was explored through interview. This study found 12 types of multimodal resources utilized by the participants in that they ranged into: speech, body language or gesture, auditory elements, verbal expression, facial expression, music, writing, layout, graphics, pictures or photographs, animations or moving images, and videos. In addition this study also provided in details the data concerning with the applicative principles of multimodal resources. This study was essential because it could be one of required references for Indonesian English teachers to develop the meaningfulness of English instructions.
Correlation between EFL Students’ Language Aptitude and their English Proficiency Kartini Tobroni; Farah Natchiar Mohd Khaja
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.61-73

Abstract

This study is designed to investigate the correlation between EFL students’ language aptitude and their English proficiency. The data were collected from sixty-five students in the end of their eighth semester at the English department in faculty of teacher training in UIN Raden Fatah Palembang.The students took a foreign language aptitude test(both explicit and implicit LLAMA tests) and an English proficiency test (TOEFL). The collected data was analyzed using Pearson-Product Moment correlation test. It reveals that Pearson correlation between LLAMA explicit scores and TOEFL scores is significant at 0.676, P < 0.01 (2-tailed), so the correlation between LLAMA explicit scores and TOEFL scores is considered moderate. In addition, the correlation between LLAMA implicit scores and TOEFL scores is significant at 0.422, P < 0.01 (2-tailed), therefore, the correlation between LLAMA implicit scores and TOEFL scores is considered low. 
Rhetorical Moves in Problem Statement Sections of Postgraduate Theses of English Education Study Program Rizki Denarti; Hilda Puspita; Mukhrizal Mukhrizal
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.138-153

Abstract

This research is aimed to find out kind of moves, the dominant moves and steps and the most common pattern of rhetorical moves in Postgraduate Theses of English Education Study Program Students at the University of Bengkulu in the academic year 2018 and 2019. The documentation technique and checklist were used in this research. Twenty six theses were analyzed by using checklist analysis from Swales’ CARS Model (1990). The results showed that Move 1 (Establishing a Territory), Move 2 (Establishing a Niche) and Move 3 (Occupying the Niche) were found in each thesis. The writers dominantly use Move 2 and Step 1B (Indicating a Gap) and the other step is Step 1A (Outlining Purposes) of Move 3. That is to say, the writers understood that Move 2 was the key component of Problem Statement (PS), and that makes Move 2 as the obligatory move. Further, the most common pattern is Incomplete Pattern. The PS which has this pattern only involved one move in it. Meanwhile, the other PS which has two moves which belong to Semi-Complete and another one has three moves, and it belongs to Complete Pattern. In conclusion, the Problem Statement by Postgraduate Students of English Education Study Program did not follow the required structure of CARS Model by Swales (1990).
Issues in Chinese Nepali Sound Translation: An Equivalence Based Dualistic Approach Dharma Dev Bhatta; Yu Xinya
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.74-94

Abstract

This paper sheds light on the phonological issues of Chinese-named entities transliterated into Nepali in contrast to the Source language phonology, Hàny? P?ny?n (pinyin) and the target language phonology. We compared 500 transliterated nouns, related their pronunciation to source language employing speaker and listener oriented experiment on phonological similarity and found out that the prevailed sound translation approaches are strictly inclined to pinyin, where the preservation of the source language phonological units and their nativization in target language orthography, the priority over phonological equivalence are completely neglected and the prevalent issues like phonological gaps, inconsistencies, mis-syllabification etc. aroused. We purpose phonological based Dualistic Equivalence Approach (hybrid transliteration approach)based on Nepali Chinese bilinguals’ perceptual similarity to address the existing issues mainly where the monotonous sound alignment in between source language, pinyin and target language breaks down. 
An Analysis on Classroom Management Applied by the English Teachers Nova Pandan Sari; Wisma Yunita; Kasmaini Kasmaini
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.154-165

Abstract

This research was aimed to find out the components of classroom management applied by the two English teachers of SMA Negeri 05 Kota Bengkulu and. This study used descriptive quantitative method. The data were collected by using the observation checklist and video recording and the data were analyzed by using four procedures by Nurjanah and Maemunah namely identifying and classifying the data, investigating the data and analyzing the data. The result of this research revealed that, there were 4 of 5 components applied by the teachers A in managing the class; 1) Physical presence, 2) Teacher’s voice, 3) Teacher talking time, and 4) Student’s grouping. Meanwhile, the student’s seating arrangement component did not apply by the teacher A. In addition, there were 3 of 5 components applied by the teacher B such as; 1) Physical presence, 2) Teacher’s voice, and 3) Teacher talking time. Meanwhile, student’s seating arrangement and student’s grouping did not apply by the teacher B. Therefore, it can be concluded that the classroom management applied by the English teachers of SMA Negeri 5 was less variative since the teachers did not apply all components on classroom management.
EFL Undergraduate Students’ Professional Identity Construction: A Sociocultural Perspective Cicilia Siwi Triutami; Concilianus Laos Mbato
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.1-15

Abstract

Social relationship within a sociocultural context is considered to be one of the influencing factors involved in the process of teacher identity. The process is both complex and dynamic in which it demands individuals’ continual struggle and change due to the involvement of external and internal factors. This study  investigated the process of professional identity construction of two EFL undergraduate students through their engagement in the educational environment and the teaching practicum context. The participants involved in this study were at the eighth academic semester of the Teacher-Education Study Program at University of Papua (UNIPA), Manokwari, Papua Barat and they had accomplished their teaching practicum in high schools in Manokwari. The student-teachers built their social interactions at with their peers and teacher-educators within their educational environment at the university and with their mentor-teachers, students and supervisors in their teaching practicum. A qualitative research was employed through semi-structured interview. The findings revealed that the process of students’ professional identity construction is both dynamic and unstable and shaped by the three intertwined factors in the identity construction process namely: self-perception, educational environment, and teaching practicum. The students’ self-perception changed through the process as an impact of their interactions with educational environment and teaching practicum. The significance of the contentment and impediments as the dimensions of these experiences shaped the students’ professional identities.
Factors of Students’ Willingness and Unwillingness to Speak English in the Classroom Kozi Ramli; Jumatul Hidayah; Sarwo Edy; Farida Esmianti
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.95-109

Abstract

One of the goals of EFL education is to enhance students’ willingness to communicate (WTC) and to reduce their unwillingness to communicate (UWTC) so that students can consistently take part in English communication. Accordingly, this study aimed to investigate the factors of English students’ WTC and UWTC in the classroom context. This study applied a descriptive qualitative method by involving eighteen students from English department at State Islamic Institute of Curup as the participants. Of those students, nine of them were those of WTC group, and other nine students were those of UWTC group. They were split in such a way according to their values of speaking subjects and resting upon their lecturer’s consideration. The data were collected from interviews and analyzed using an interactive model. The findings revealed that the factors of students’ WTC covered classroom, teacher’s supports, personality, and self-confidence. Subsequently, the factors of students’ UWTC consisted of linguistic problems such as lack of English vocabularies, poor grammatical competence, and poor English pronunciation. Besides, there were also some non-linguistic factors such as psychological problems, low self-confidence, and anxiety. Further studies are expected to probe into the factors of WTC and UWTC by adopting both realistic and naturalistic worldviews as well as incorporating more multicultural participants to reveal more comprehensive information as desirable.
The Views, Cognizance and Practices of Stakeholders on Implementing Cooperative Learning in Secondary Schools Ashagre Adimasu Ayele
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.16-40

Abstract

The aim of this study was to investigate the attitude, awareness and practices of the different stakeholders on implementing cooperative learning in secondary schools. The study was conducted on teachers, students, school principals, and supervisors in three districts of Benishangul Gumz Region. Methodologically, Focus Group Discussion (FGD), document analysis and interviews were used to gather data from the participants. As far as sampling techniques is concerned, convenient, purposive and comprehensive sampling were employed to select samples at various levels. Accordingly, 18 teachers, 3 school principals, 3 supervisors and 36 students (totally 60 participants) were taken as samples of the study. The results indicated that the teachers hold fairly positive attitude regarding cooperative learning in the schools, yet the study indicated that the teachers’ understanding the actual application of cooperative learning calls for further attention. Conversely, the actual employment of cooperative learning was less practiced in the secondary schools. For the students to be more reflective about how they work as individuals and group, they should be encouraged to plan on academic, affective and social goals for both in and off school times. Besides, the teachers at schools, supervisors and the education offices should reassess the attention given to follow-up, support and evaluation mechanisms regarding the implementation of cooperative learning.
Teachers’ Encounter of Online Learning: Challenges and Support System Gartika Pandu Bhuana; Dewi Listia Apriliyanti
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.110-122

Abstract

The pandemic of COVID-19 situation has converted the teaching and learning process from face-to-face interaction in the classroom into virtual classroom environment. This condition caused challenges for many parties, including teachers as the main agent in the classroom. This study is intended to find out the teachers’ barriers and supports in conducting online learning. A descriptive qualitative method design through an open-ended questionnaire was chosen. Interview were also used to triangulate the data. Twenty-one teachers from sub-urban areas in Cimahi and Bandung were selected as the participants. The findings revealed three issues becoming teachers' challenges, namely, technology, course content, and students. In the first issue, the classic problem of online learning occurred, which was internet connectivity. The second problem was that the teachers had obstacles in making adjustments to design, deliver, and follow-up the material. Then the last issue was the students’ participation as well as technological access. Regarding the supports, the teachers had gained back up from the government, school, and parent in conducting online learning. Furthermore, this study recommended three optional solutions to help the teacher facing their barriers in virtual teaching, in terms of students’ participation in online learning, learning materials, and facilities in supporting the learning activities.
English Language Teaching through Virtual Classroom during COVID-19 Lockdown in Bangladesh: Challenges and Propositions Md. Mozaffor Hossain
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.41-60

Abstract

Bangladesh, like many other countries of the world, has been strongly hit by COVID-19 pandemic and her education sector, among other essential fields of life, is under strict lockdown. The onsite mode of institutional education is absolutely stopped although of late educational institutes mostly non-governmental ones, with the permission as well as guidelines of the Ministry of Education and/or University Grand Commission (UGC), have adopted and are implementing online classes as an alternative way of imparting education. Accordingly, English language teaching and learning is happening in full swing via online classes. However, many have raised questions as to the rationale of executing virtual education and assessment, especially how to teach and assess the four skills, i.e. Listening, Reading, Writing and Speaking, of English language through online sessions when majority of the teachers and students are fundamentally bereft of the essential technological resources and internet coverage. On these notes, the current study has sought to learn the experience and perceptions of 50 teachers and 50 students who are currently teaching and learning English through online classes at various institutes across the country. The researcher has interviewed the sample population with two disparate open-ended questionnaires through e-mail and social networking cites, like Messenger and Facebook to learn teachers’ and learners’ experiences and suggestions on the present online education nationwide and how much feasible it is if COVID-19-pandemic lockdown persists longer only to make education system run through a “new normal” manner. The study offers crucial findings relating to a number of technology and internet-related unsolved issues. Simultaneously, it suggests ineludible modifications to be accomplished on teachers, learners, educational institutions, technological resources and internet communications if ELT through online is to be made fruitful.                      

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