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[Developing Students’ Speaking Skills through Flipped Classroom Model ]]>
<![CDATA[Imam Sudarmaji]]>;
<![CDATA[Ariskha Ananda Amaliyah Anwar]]>;
<![CDATA[Agus Mulyana]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.188-200
<![CDATA[The aim of this study was to examine the impact of implementing flipped classroom model on students’ speaking skills. This research used quantitative method, the number of the sample were 34 of senior high school students which was taken purposively by using quasi-experimental research with before and after design. The whole online flipped classroom model was carried out, since the limitation to hold the actual face-to-face meeting at school, which still allow the students to interact face-to-face with each other and the teacher virtually through a group chat and video conferencing to discuss the material given and practicing to use spoken English during the class sessions. Pre-class activity was held using a group chat by giving instruction to the students to study the material before the actual class session and during the class session the whole class were meet face-to-face through video conferencing. A speaking test was carried before and after the implementation of flipped classroom model to assess the students’ speaking performance. Among the experimental group, the result showed the fully online flipped classroom model not only engage them with the English material but also significantly improved their speaking performance. Furthermore, the students were become more confident to speak in English during the class session.]]>
<![CDATA[Presupposition on Barack Obama’s Speech at Islamic Society of Baltimore ]]>
<![CDATA[Ricky Ade Saputra]]>;
<![CDATA[Zahrida zahrida]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.281-289
<![CDATA[This research aimed to find out the kinds of presupposition on Barrack Obama’s speech at Islamic Society of Baltimore. In this research, the researchers used a descriptive qualitative method. The object of this research is the script in the Barrack Obama speech. Instrument of this research is observational checklist. It means that the researcher watches the video of Barrack Obama’s speech at Islamic Society of Baltimore. The video can be function to see context the utterances. The researcher finds the data on the script of Barrack Obama’s speech. The researcher provides the table of presupposition for analyzing data. Table of potential presupposition is the instrument used by researcher to put the data, to classify and to identify the data. The mostly types of presupposition found in Barrack Obama’s speech at Islamic society of Baltimore is existential presupposition and the less is lexical presupposition. The existential presupposition was the most dominant on this speech because the speeches contain more define descriptive, real fact and real information to stimulate the audience’s attention and emphasize his idea and promises to keep Muslim American feeling safe in minority. Lexical in this research is the lowest number of type’s presupposition on speeches of Barack Obama. This means that in the Barack Obama's speech there was no implied expression to confirm his opinion.]]>
<![CDATA[The Outcome of Authentic Material-Based Teaching in a Speaking Class ]]>
<![CDATA[Harsya Danang Pradana]]>;
<![CDATA[Ouda Eda Tena]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.216-230
<![CDATA[This study was conducted to analyze the language outcome variety of authentic material-based speaking classes of a private university in Yogyakarta. The acceptance of World Englishes variants in the world has led to several changes in English language education, one of them being the focus on native-like accents that has previously been the focus of English language classes. Authentic material, teaching materials created by native speakers of a language, is one way that has been proven to be effective for teaching. However, instead of checking its effectivity, this study researches the language variant of the students. To that end, the researcher interviewed five teachers of speaking classes from a private university in Yogyakarta. The results of the research show that despite all classes using authentic material as a method of instruction, the language variation of the students vary. Some students attained native-like speaking proficiency, while others speak in the Indonesian variety of World Englishes. The future direction of any subsequent research to succeed this one is to find out how this phenomenon could happen.]]>
<![CDATA[The Correlation Between Phonological Knowledge and Pronunciation Ability ]]>
<![CDATA[Mohammad Nurman]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.290-302
<![CDATA[The purpose of this research is to know whether there is a significant correlation between phonological knowledge and pronunciation ability. The method used in this research is correlation design. Variable X is the students’ phonological knowledge and variable Y is students’ pronunciation ability. Population of this research is all of the fourth semester students. There are 80 students as population and the writer took 20 students as the sample. The data are analyzed using Pearson Product Moment formula to know whether there is a correlation between phonological knowledge and pronunciation ability of the students. The result showed there is a correlation between phonological knowledge and pronunciation ability of the students. Based on the calculation that is obtained, rxy value from variable X and Y is 0,223. It is categorized as a low correlation. Whereas the result of the calculation use tcount formula. The tcount value is 1,002. It means that there is no a significant correlation between X and Y variable. ]]>
<![CDATA[The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills ]]>
<![CDATA[Kenza TAKARROUCHT]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.231-247
<![CDATA[Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data. The quantitative data were test scores collected as part of a pre-experiment. The pre-experiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a self-assessment of reading strategies checklist. The qualitative data were obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.]]>
<![CDATA[Teacher Talk in English Foreign Language Classroom ]]>
<![CDATA[Reka Solita]]>;
<![CDATA[Alamsyah Harahap]]>;
<![CDATA[Azhar Aziz Lubis]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.302-316
<![CDATA[This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence.]]>
<![CDATA[A Study of Systemic Functional Linguistics: Political Ideology of Donald Trump and Hillary Clinton in First Presidential Debate ]]>
<![CDATA[Alda Fitriani Suwandi]]>;
<![CDATA[Muhammad Thoriqussuud]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.166-187
<![CDATA[This journal article discusses how to reveal the ideology through two approaches, those are transtivity process by MAK Halliday and the theoretical framework in Critical Discourse Analysis by Fairclough. This journal article investigates Donald Trump and Hillary Clinton ideology, then compares their ideology who is more prominent. Before revealing their ideology, the researcher compares the transtivity process of both candidates and finds that Donald Trump has 281 clauses consist of transtivity process, while Hillary Clinton has 203 clauses consist of transtivity process. The differences of the total numbers of transtivity process, it also reflects to the tendency of ideology. It has shown that Trump has 60% to the citizen involvement rather than Hillary has 52%. Then, in the aspect of national priority, Hillary has the highest tendency that is 16% rather than Trump has 6%. The third aspect is policy of law Hillary also has the highest tendency that is 11% than Trump only 7%. In the aspect of equality in democracy ideology, Trump gets 7% while Hillary gets 0%. In the last aspect, is national unity Trump gets 20% tendency than Hillary gets 19%. Finally, the researcher concludes that Donald Trump’s ideology is the most prominent than Hillary Clinton. ]]>
<![CDATA[An Analysis of Onomatopoeia in Peanut Comic By Charles M. Schulz ]]>
<![CDATA[Muhammad Rifqi Firdaus]]>;
<![CDATA[Mei Hardiah]]>;
<![CDATA[Indah Damayanti]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.248-256
<![CDATA[The aim of this research is to find out the type of onomatopoeia that used in the comic, the meaning of the onomatopoeic word, and the syllabic structure of the onomatopoeic word. The object of this research is a Peanut comic by Charles M. Schulz. The theory used in this research is based on Ullman’s theory. The result showed that there were two types of onomatopoeias found in the comic, the primary and secondary onomatopoeias. From 71 words, the dominant type found was the secondary onomatopoeia. It was also found that some forms of onomatopoeia have the same word with different meaning, depended on the subject and object that produces the sound. Some words come up more than once according to the storyline in the comic. The form of syllabic structure that the mostly used is Consonant-Consonant-Vocal-Consonant or CCVC, there were 20 out of a total 71 onomatopoeia that have the CCVC form.]]>
<![CDATA[Critical Pedagogy and Equity Promotion in Culturally and Linguistically Diverse Classroom ]]>
<![CDATA[Surya Sigdel]]>;
<![CDATA[Mani Ram Sharma]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.201-215
<![CDATA[This paper explores English language teachers’ perception of critical pedagogy and equity promotion in lingo-cultural diverse classroom. The study concerns how the teachers find multicultural students’ problems and address them in the classroom. The study further investigates how teachers use dimensions of equity (multicultural education, social justice education and culturally responsive pedagogy) to promote social harmony, critical awareness and independent learning. In the study, I have used narrative inquiry as a research method, selected six participants purposively from public schools of Kathmandu and collected information from in-depth semi-structured interviews. I have employed multiple layers of thematic analysis, interpreted narrative data and developed six different themes: facility and access, classroom management, language and behavior, classroom activities, feedback and reinforcement and evaluation procedures. On the basis of this study, what I found that school environment, classroom activities, evaluation procedures and feedback and reinforcement are the major factors for the influence of their students’ participation. The school management has major role to facilitate and encourage teachers for the promotion of students centered methods such as project based learning and collaborative learning. Along all these aforementioned themes, teachers have prominent role to run active participatory classroom activities through student friendly activities like language games and healthy academic debate. Not only that, teachers are equally responsible to identify at-risk students and address their issues immediately to promote independent learning. Furthermore, to evaluate students’ progress, intra-personal comparative evaluation procedure is found more effective than inter-personal comparative evaluation procedures to encourage them to strive ahead with self-respect. The study expects relevant recommendations in the field of content-based child-friendly teaching learning activities where students participate actively enjoy the activities and learn from self and others.]]>
<![CDATA[Indonesian EFL students’ views on their explicit and implicit language aptitude profiles, TOEFL scores and language proficiency. ]]>
<![CDATA[Kartini Tobroni]]>;
<![CDATA[Farah Natchiar]]>;
<![CDATA[Wan Mazlini]]>
<![CDATA[ Journal of English Education and Teaching Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.5.2.257-280
<![CDATA[This study is designed to find out students’ views on their explicit and implicit language aptitude profiles, TOEFL scores and language proficiency. Based on purposive sampling scheme, 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 were asked to respond to the five points Likert scale questionnaire which consists of four parts: Part A elicits the participants’ demographic information, Part B on language experience, Part C on language aptitude, and Part D especially on TOEFL and language proficiency. The findings revealed that language learning success is attributed to a number of individual factors. The individual factors related to foreign language learning can be divided into affective factors (e.g., motivation, attitude, and personality) and cognitive factors (e.g., intelligence, aptitude). The cognitive factors interact with affective factors for learning a particular language which may explain why a person is better able to learn a language over another language. Thus, a full model of language learning that considers the impact of language aptitude on learning should also investigate the combined mediating role of individual differences such as motivation, anxiety, and learner’s beliefs.]]>
