cover
Article Per Year (5 Year)
All
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
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 372 Documents
 12   13   14   15   16 
Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject Indira Lusianingtyas Siswanto; Concilianus Laos Mbato
Journal of English Education and Teaching Vol 4, No 4 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.4.483-498

Abstract

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency.  The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia.  It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study.  Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback.  From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.  Keywords:  English learning strategies, self-regulated learning, autonomous learning, English subject
The Portrait of English Teaching Grounded in Interculturality Ramsa Aryadi; Jumatul Hidayah; Sarwo Edy
Journal of English Education and Teaching Vol 4, No 3 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.3.323-347

Abstract

This study aimed to analyze English teaching based on the perspective of intercultural language teaching (ILT). The ILT perspective was referred to Liddicoat and Scarino's (2013) model. Three English teachers from one of the schools in Kepahiang District were engaged as the participants of this study. This study applied a qualitative method. The data were collected using observation. The findings of this study revealed that the teachers had applied three principles of ILT, namely active construction, making connections, and interaction. Active construction was represented by some activities such as word quiz, the use of cultures-embedded materials, group work, pair-work communication, and check and recheck with partners. Making connection principle was portrayed from some activities such as directing questions and cultural comparison. Interaction principle was depicted from some activities such as the use of cultures-embedded texts, group-interaction, pair-wok communication, and check and recheck with partners. It is recommended that further studies be conducted by involving more participants so that richer data with their varieties can be portrayed. 
The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills Kenza TAKARROUCHT
Journal of English Education and Teaching Vol 5, No 2 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.2.231-247

Abstract

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.
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.
An Analysis of Thematic Development Pattern in Thesis Abstracts by Undergraduate English Education Students of Universitas Bengkulu Academic Year 2019 Nur Indah Lifah; Syafrizal Sabaruddin; Alamsyah Harahap
Journal of English Education and Teaching Vol 4, No 4 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.4.559-570

Abstract

This research is aimed to find the types and the mostly applied of thematic development pattern, also to describe students writing an abstract. The research was designed as a descriptive qualitative. The data of this research was abstract by undergraduate English education students of Universitas Bengkulu academic year 2019 with totally 20 abstracts. The data was collected by using documentation on studetns’ thesis in 2019 meanwhile 2 undergraduate English education student was taken as interviewed. The data was analyzed by using identification, coding, tabulation, interpretation, and conclusion. This thematic progression model using the Paltridge 2006 models will be chosen as a theoretical analytical framework. The data was analyzed by using identification, coding, tabulation, interpretation, and conclusion.  The results showed that Simple Linear Progression (SLP), Constant Theme Progression (CTP), and Split Rheme Progression (SRP) were found in thesis abstract. Furthermore, the constant theme progression (CTP) was the mostly applied. The order of occurrence was as follows: constant theme (69.4%), simple linear theme (25%), and split rheme (5.6%). It is also found that the researchers are not able to study existing standard patterns, they just write based on what the guidance from their lecturer. On the other hand, they writing an abstract without following other guidance such as a book which is contain how to write a good abstract. It is concluded that the researcher is not independent in abstract writing. Moreover, this is because lecturers will decide and acceptable their abstracts.
Illocutionary and Perlocutionary Acts on Youtube Videos Employed by Niana Guerrero Muthiara Chairani; Dedi Sofyan; Mei Hardiah
Journal of English Education and Teaching Vol 4, No 3 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.3.413-430

Abstract

This research is aimed at finding the illocutionary act types performed by Niana Guerrero in her YouTube videos and the perlocutionary effects performed by the hearers in Niana Guerrero’s YouTube videos. This research employed a qualitative descriptive research. The subjects of this research were two of the most viewed videos uploaded from May 2019-August 2019. After listing, selecting, and collecting the videos, the videos were watched several times to ease the researcher in transcribing them. In analyzing the data, the researcher only took the interactional conversations which enabled Niana to deliver her intentions to the hearers directly and enabled the hearers to fulfill Niana’s intentions directly as well. The illocutionary act data performed by Niana Guerrero were classified using an instrument following Searle’s theory and the perlocutionary effect data performed by the hearers were classified using an instrument following Gu’s theory. The first finding showed four illocutionary act types performed by Niana Guerrero namely representative, directive, commisive, and expressive. The second finding showed all of the six perlocutionary effect types performed by the hearers namely motor reflexive response, emotive response, cognitive response, negative response, verbal response, and physical response. By performing four types of illocutionary acts, Niana Guerrero may have various ways to express her intentions to the hearers. Meanwhile, the hearers may have various ways to fulfill Niana Guerrero’s intention by performing six types of perlocutionary effects. These speech acts create the communicative effects that cause Niana Guerrero having many subscribers and viewers in her YouTube channel by establishing highly interactive, joyful, and interesting situation.
Teacher Talk in English Foreign Language Classroom Reka Solita; Alamsyah Harahap; Azhar Aziz Lubis
Journal of English Education and Teaching Vol 5, No 2 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.2.302-316

Abstract

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.
A Study of Systemic Functional Linguistics: Political Ideology of Donald Trump and Hillary Clinton in First Presidential Debate Alda Fitriani Suwandi; Muhammad Thoriqussuud
Journal of English Education and Teaching Vol 5, No 2 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.2.166-187

Abstract

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.  
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.
Integrating CALL Into English Language Learning: Bangladeshi College Students’ Perceptions and Challenges Ashim Kumar Paul
Journal of English Education and Teaching Vol 4, No 4 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.4.499-515

Abstract

This study aims to explore Bangladeshi college students’ attitude, perception, interests and challenges with regard to the application of Computer Assisted Language Learning (CALL) in learning English. A mixed method research was designed and administered to obtain the purposes of the present study. One hundred undergraduate students (52 male and 48 female) of English Department studying at a government college in Bangladesh participated in the questionnaire survey while twenty students (11 male and 09 female) were purposively chosen for the semi-structured interview section. The collected data of quantitative part were analysed by SPSS software and the responses of the qualitative part were thematically analysed. The findings revealed that students showed positive attitude towards the integration of CALL in English language learning and teaching process. Nonetheless, the Chi-square value revealed that there is no significant relationship between gender variation and the attitude to CALL. The results also revealed that students face some difficulties in using computer and other relevant technological equipment for English Language learning. The results provide concepts and suggestions to the future researchers for further investigations in relation to CALL for the benefits of learners and learning.

Page 14 of 38 | Total Record : 372

 12   13   14   15   16 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET) Vol. 9 No. 3 (2025): Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching Vol. 8 No. 4 (2024): Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching Vol. 7 No. 1 (2023) Vol. 6 No. 4 (2022) Vol. 6 No. 3 (2022): Journal of English Education and Teaching Vol 6, No 2 (2022) Vol 6, No 1 (2022) Vol 5, No 4 (2021) Vol. 5 No. 4 (2021) Vol 5, No 3 (2021) Vol 5, No 2 (2021) Vol 5, No 1 (2021) Vol 4, No 4 (2020) Vol 4, No 3 (2020) Vol 4, No 2 (2020) Vol 4, No 1 (2020) Vol 3, No 4 (2019) Vol 3, No 3 (2019) Vol 3, No 2 (2019) Vol 3, No 1 (2019) Vol 2, No 4 (2018) Vol 2, No 3 (2018) Vol. 2 No. 3 (2018) Vol 2, No 2 (2018) Vol 2, No 1 (2018) Vol 1, No 1 (2017) More Issue