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’ Digital Literacy and English Communicative Competence ]]>
<![CDATA[Nur Ekaningsih]]>;
<![CDATA[Cikal Kurnia]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.57-72
<![CDATA[In this globalization era, students are forced to understand the basic knowledge of digital literacy because of the transformation in the learning activity. Therefore, digital literacy also can be the medium to learn and develop students’ English communicative competence. English communicative competence can be accomplished in many ways, but digital literacy is also taking a serious role in it. This study pointed to discover the correlation between students’ digital literacy and English communicative competence. This study used a closed-ended questionnaire and an open-ended interview as instruments for a correlational investigation that was linked to a quantitative study. The participants in this study were fourth-semester UNISSULA English Education understudies. The results of this study revealed a shaky link between students' digital literacy and English communicative skills. It was established that the correlational coefficient value was less than the r table score of 0.350 0.432, which is between 0.20 and 0.399 in terms of correlation coefficient interpretation. It can be described that the correlation coefficient between students’ digital literacy and English communicative competence is weak. Although the correlation was weak, but digital literacy had an essential impact on students’ English communicative competence. Then, it can also be said that H1 is accepted and H0 is rejected.]]>
<![CDATA[Engagement Markers in Discussion Section of Research Articles Written by English Education Students and Articles Published in Reputable English Journal ]]>
<![CDATA[Suri Aisyah]]>;
<![CDATA[Mei Hardiah]]>;
<![CDATA[Muhammad Fadhli]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.1-13
<![CDATA[Some studies concerned about engagement markers (EMs) have been conducted among international authors. However, it does not literally trigger Indonesian scholars to study this discipline. Based on this fact, this research aimed to compare EMs in the discussion section of research articles (RAs) written by English Education students of Bengkulu University and RAs published in a reputable English journal. The corpora were analyzed by using the documentation checklist with a quantitative approach. The results showed that the more frequent types of EMs employed by students were knowledge appeals and directives. Similarly, experienced authors of RAs published in the reputable English journal employed the same dominant EMs. However, the order of minor prevalent markers in both corpora differed slightly. The Chi-square test result indicated that the differences in EMs between both corpora were significant in quantity (with Asymp sig. 0.000). More specifically, the experienced authors used a more considerable amount of EMs. In conclusion, the higher frequency of EMs in experienced writers’ RAs signifies the authors’ awareness of using EMs to construct relationships with readers. Therefore, it is essential to emphasize the use of EMs in academic writing. Further study is suggested to analyze the accuracy of EMs in the corpora and focus on a particular type of EMs for achieving more comprehensive findings.]]>
<![CDATA[An Analysis of Reading Strategies Used by The Fourth Semester Students of English Education Study Program in Muhammadiyah University ]]>
<![CDATA[Sri Hasibuan]]>;
<![CDATA[Hilda Puspita]]>;
<![CDATA[Arasuli Arasuli]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.73-88
<![CDATA[This research aimed at finding out types of reading strategies and the dominant reading strategies used by the fourth semester students of English Education Study Program in Muhammadiyah University. The subject of this research was all fourth semester students of English Education Study Program in academic year 2018/2019. This research used descriptive quantitative method in the form of survey. The data were collected by using the questionnaire as the instrument. The result shows that the fourth semester students of English Education Study Program in Muhammadiyah University used the four reading strategies in reading: cognitive, metacognitive, compensation, and testing strategies. The dominant reading strategy was metacognitive strategy. Among the four strategies, metacognitive strategies (3.2) were the most frequent strategies used by the fourth semester students. It was followed by testing strategies with average score (3.0), compensation strategies with average score (2.9), and finally cognitive strategies with average score (2.8). The four reading strategies were categorized in moderate level. It can be concluded that the students were using the four reading strategies quite well, and they used metacognitive strategy mostly when they do a reading activity in the classroom, such as thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned.]]>
<![CDATA[Developing English for Specific Purposes Material: English for Wetlands at Lambung Mangkurat University ]]>
<![CDATA[Emma Rosana Febriyanti]]>;
<![CDATA[Raisa Fadilla]]>;
<![CDATA[Fahmi Hidayat]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.14-26
<![CDATA[Referring to Lambung Mangkurat University's (ULM) policy to become the center of Asia-Pacific wetland development in 2027, one of the efforts made is to improve the ability of ULM students, especially in English language skills related to wetlands. In this regard, this research was conducted to develop online English-based materials on Wetlands. This research aims to meet the needs of ULM students and assist ULM lecturers in teaching courses related to wetlands. The development method used in the study was adapted from Dick and Carey (2001), which includes (1) needs analysis, (2) material development, (3) validation and revision. The results showed that the online-based English for Wetlands material that was developed met the criteria of validity, practicality, and effectiveness. With the development of this material, it is hoped that lecturers and students can carry out independent learning related to wetlands.]]>
<![CDATA[English Language Learning for Mild Intellectual Disability Students During Pandemic ]]>
<![CDATA[Zubaedah Wiji Lestari]]>;
<![CDATA[N.Dede Koeriah]]>;
<![CDATA[Nani Nur’aeni]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.89-102
<![CDATA[The participation of mild intellectual disability children in school is important because it is a crucial problem of how intellectual disability people can get a job, become independent people, and can live without depending on others. This study intends to analyze the ability of mild intellectual disability students in social interaction and determine their ability to use language in one of the special needs schools in Bandung. This study used a qualitative approach with a case study design. The participants are mild intellectual disability students, English teachers, and school principals in SLB Wartawan in Bandung. The instruments used in this study were observation guidelines, filed notes, and interview guidelines. The data shows that two students categorize “poor”, ten students categorize “fair, and four students categorize “good” in having social interaction. It can be concluded that most students have a fair category in social interaction. Moreover, the data also reveal that from 16 students, four students categorize “poor”, nine students categorize "fair", and three students categorize "good" in their language ability to communicate with others in the classroom. It can be concluded that most mild intellectual disability students have a fair category in their language ability. The result of observation, fieldnotes and interview also show the activity of English language learning for mild intellectual disability students through blended learning during the pandemic.]]>
<![CDATA[Emergency Remote Learning in a Foreign Language Learning: The Parents' Involvement ]]>
<![CDATA[Rizka Safriyani]]>;
<![CDATA[Ahmad Fauzi]]>;
<![CDATA[Siti Asmiyah]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.27-44
<![CDATA[The Covid-19 pandemic outbreak has raised the emergence of remote teaching and learning process, including foreign language learning such as English and Arabic. Existing studies in context emergency remote learning have mainly focused on methods, strategies, assessment, and teachers' and students' challenges. Meanwhile, parents as 'substitute' teachers seem to be missed from exploration. This two-phased mixed method study explores the roles parents play with their children's learning of English and Arabic as foreign languages in Indonesia. Quantitative data were collected by distributing online questionnaires and analyzed using SPSS25. Forty-two (42) parents with children aged 6-18 selected through snowball sampling responded to the questionnaires. Six (6) parents were interviewed to get in-depth qualitative-exploratory data on parental involvement. The responses were transcribed, coded and categorized based on the main themes related to parental involvement. The two sets of quantitative and qualitative data in corroboration were used to draw conclusion. The findings suggest roles in controlling, motivating, and managing the learning time as the parents' most salient involvements. The results also highlight some strategies the parents take when their children learn the two foreign languages. Recommendations for schools and teachers to optimize parental involvement in remote learning for foreign languages are also presented]]>
<![CDATA[Interactional Patterns in Synchronous Online Teaching Mode at the Third Semester of English Education Study Program of University of Bengkulu ]]>
<![CDATA[Hesty Prastiningrum]]>;
<![CDATA[Azwandi Azwandi]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.%p
<![CDATA[This research is aimed at finding out the interactional patterns in the synchronous online teaching mode in the third semester of the English Department at the University of Bengkulu. This research employed descriptive quantitative research. The subjects of this research were class C of the third semester of the English Department consisting of 36 students and one lecturer who teaching online by using Google Meet as the synchronous platform. The data of this research were three audiovisual records which were recorded by the lecturer. The data were identified by using the identification table of IRF pattern of interaction based on Coulthard (2002) and analyzed based on the IRF model of Sinclair and Coulthard (1975) as the ideal pattern. The first finding showed that the most occurred pattern employed by the lecturer is IRF pattern as a complete pattern, and there are also IR patterns as a semi-complete pattern, and IF as an incomplete pattern. The second finding showed that the elicitation act is the most frequently occurred act in the classroom interaction. It could be concluded this classroom can be stated as a good interaction because the lecturer gave the same opportunities to the students to initiate the discussion, so the students were active in giving initiations.]]>
<![CDATA[Language learning strategies used by male and female students in learning speaking ]]>
<![CDATA[Ayu Suhesti]]>;
<![CDATA[Kasmaini Kasmaini]]>;
<![CDATA[Ildi Kurniawan]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.45-56
<![CDATA[This research aim at finding out language learning strategies used by male and female students in the fourth semester of the English education study program at Universitas Bengkulu. This research is descriptive quantitative. The population of this research is 117 students of the fourth-semester of English education study program at Universitas Bengkulu in the 2020/2021 academic year, and 52 students are taken as the sample by using purposive sampling. The data were collected by using a questionnaire. The questionnaire consisted of 31 items which represent 6 categories of learning strategies adapted from Strategy Inventory for Language Learning (SILL) version 7.0 proposed by Oxford. The collected data is analyzed by using Microsoft Excel 2007 and SPSS version 23. The results showed both males and females used all strategies category. Those are memory, cognitive, compensation, metacognitive, affective and social strategy. The dominant strategy used by male students are cognitive and compensation strategy (M=3.67), while the dominant strategy used by female students is metacognitive (M=3.74). Based on the result, there is no significant difference between males and females in using language learning strategies. Finally, the researchers suggest for lecturers who can use this research as information to design lesson plans in their speaking class. It is also suggested for students to use learning strategy in learning speaking more properly, the students have to find appropriate strategies that should be applied in learning speaking and for next researchers who will conduct the same topic of this research should make the next research more detailed information by involving other instruments.]]>
<![CDATA[Create a Research Space (CARS) in Introduction of Indonesian Bachelor Thesis: a Corpus-Based Analysis ]]>
<![CDATA[Miftahulfadlik Dabamona]]>;
<![CDATA[Dewi Elmiana Satria]]>;
<![CDATA[Ariyani Fatimah]]>;
<![CDATA[Sri Rahayu]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.126-141
<![CDATA[Bachelor Thesis (BT) is the requirement for university students to obtain a degree. The Introduction chapter, to some extent, becomes a challenging task to do, like the role that it upholds. Swales (2004), on his model of Create-a-Research-Space (CARS), has given a guideline in composing the introduction chapter using three moves: establishing a territory, establishing a niche, and occupying the niche. This study aims to analyze 32 BT’s introduction chapter in one of English Major of State Islamic Colleges in Indonesia by employing CARS model as the framework. Also, the lexical signal in the rhetorical structure is considered. The results demonstrated that the moves occurrences do not thoroughly perform the rhetorical structure given in the CARS model. This study suggests that academic writing is necessary for students to seek a higher-education path must be equipped with an awareness of structuring arguments. To become successful academic writers, undergraduates need to improve their linguistic competence, syntactic fluency, and lexical capacity to write analytically, competently, and persuasively.]]>
<![CDATA[The Effectiveness of Learning Model of Contextual Writing Poetry Based on Literary Ecology ]]>
<![CDATA[Nori Anggraini]]>;
<![CDATA[Nurudin Nurudin]]>;
<![CDATA[Saefur Rohman]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.1.142-157
<![CDATA[This research aims to describe the effectiveness of contextual learning models of creative writing based on the literary ecology of Indonesian Language and Literature Study (PBSI) students at Education Faculty (FKIP) Muhammadiyah University of Tangerang. The research method used in this research is Research and Development (R&D). The population in this study were all students of the Indonesian Language and Literature Education Study Program in Academic Year 2020/2021 of semester VII who have taken Creative Writing courses while the sample in this study were 20 students of the Indonesian Language and Literature Education Study Program of Muhammadiyah University of Tangerang. The results of this study showed that after pre-test and post-test trials in creative writing courses based on literary ecology in PBSI students at FKIP Muhammadiyah University of Tangerang the learning model used had positive results and had a significant increase the students’ poetry writing skills. This can be seen in the results of the pretest signification test obtained an average of 3.5 and post-test results obtained an average of 7.05. Therefore, researchers can conclude that the learning model developed by researchers in creative writing courses based on literary ecology is feasible and effectively to be used. The learning model made was final and has fulfilled the requirements to be implemented in the classroom.]]>
