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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 372 Documents
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Students’ Responses to Teacher’s Reinforcement: A Discourse Analysis Pemilda Alphania Meizy; Bambang Suharjito; Annur Rofiq
Journal of English Education and Teaching Vol 6, No 2 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.2.158-170

Abstract

Reinforcement is one of the important aspects in increasing students' motivation, to be more serious, and more focused during the teaching-learning process. This research is intended to know the kinds of reinforcement used by the teacher, how students respond to it, and how was their feeling about it. The design of this research is Discourse Analysis that focuses on the semiotic area. This research was conducted at one of the state junior high schools in East Java, Indonesia. The participant was chosen by using purposive sampling method and class 7F students were selected as the research participants. In conducting the research, the researcher did classroom observation, took video recording, and did an interview with the students to know exactly the meaning of students' responses. The finding showed that the teacher used verbal and non-verbal reinforcement. Mostly, the teacher praised the students for what they have done and students mostly showed their response using facial expression and sometimes using body gesture. Regarding their feeling, they said that reinforcement from the teacher makes them feel appreciated, motivated and happy during the teaching-learning process, which means that the role of reinforcement is very important.
General English Online Teaching Within Pandemic Outbreak: Between Need and Satisfaction Hamzani Wathoni; Hasan Basri; Astrid Dwimaulani; Dukha Yunitasari
Journal of English Education and Teaching Vol 6, No 2 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.2.235-249

Abstract

Since the COVID-19 pandemic entered Indonesia in 2019, a technological adjustment in learning has been massively implemented. Online teaching is the only logical method for the reason of limiting physical contact. Although the characteristics of Z-Generation learners are digital natives, live learning is still more welcomed. Therefore, this study aims to determine and carefully measure the satisfaction of new colleges students in the general English program at Universitas Hamzanwadi. The measures are three aspects (course content, instructor performance, and media use) and another aspect in teaching mode (online and offline). In addition, this research discusses why the new college students choose to participate in the general English program 2020/2021. This study utilized a quantitative-descriptive approach with the census method. The population was taken from all new students for the 2020/2021 period as many as six faculties totaling 1450, although only 1196 respondents ultimately responded. The primary data collection instruments were questionnaires through google forms, interviews, and documents such as teaching modules and media. The findings show 1196 respondents recorded via a google form telling that the bilingualism reasons were the majority choice (54.93%). The scholarships and student exchanges are the second paramount concern to this program (21.15%). Other positions such as translator or work, reasons are not significantly mentioned. Conclusion tells that new student satisfaction following the General English program (GE) is significantly more than 70 percent in three aspects of the assessment within the program.
Analysis of Conflict in “ParaNorman” Movie Chelsea Larasati Yanwar; Hilda Puspita; Gita Mutiara Hati
Journal of English Education and Teaching Vol. 6 No. 4 (2022)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.4.469-488

Abstract

This research aimed to explore and describe the types of conflict that occurred in the ParaNorman Movie. This research object was the ParaNorman movie, specifically its main character Norman Babcock. The instruments consisted of observation protocol and documentation. Data collection was through eight necessary steps, namely, 1) watch the movie, 2) download the script, 3) make sure the script and the movie were in line, 4) observe the conflicts, 5) identify the conflict, 6) note the conflict resolution, 7) summarize into the table of analysis and 7) analyze and describe the data in details. This research result showed that, in the ParaNorman movie, four conflict types existed such as 1) character-vs-self, 2) character-vs-character, 3) character-vs-supernatural, 4) character-vs-society. Consequently, it could be concluded that there were 4 types of conflict in ParaNorman movie.
An Analysis of Women's Language Features used by the Three Indonesian Female Travel Bloggers Sherin Putri Indanna; Arasuli Arasuli; Indah Damayanti
Journal of English Education and Teaching Vol. 6 No. 4 (2022)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.4.578-597

Abstract

This research focuses on women’s language features used by the three Indonesian female travel bloggers on blogspot.com and wordpress.com. It was aimed to investigate types of women’s language features used by the three Indonesian female travel bloggers and the most dominant types of women’s language features used by the three Indonesian female travel bloggers. This research was carried out using descriptive qualitative research. The data came from the script of 15 blog posts written by the three Indonesian female travel bloggers. The findings revealed that the three Indonesian female travel bloggers utilized nine types of women’s language features, they are lexical hedges or fillers, tag question, rising intonation on declaratives, empty adjectives, intensifiers, hypercorrect grammar, super polite forms, avoidance of strong swear words, and emphatic stress. The scripts of the three Indonesian female travel bloggers contain a total of 628 language features. During the analysis of the data, it revealed that the researchers were unable to discover precise colour terms because it was unrelated to the 15 blog posts. There was no correlation among the theme on 15 blog posts and the ability to use precise colour terms back then. The three Indonesian female travel bloggers dominantly employed hypercorrect grammar to prove that they concerned about their grammar.
Collaborative Strategic Reading (CSR) and Its Influence on Students’ Reading Comprehension Sulistyani Sulistyani; Khoiriyah Khoiriyah; Agung Wicaksono; Mahendra Puji Permana Aji
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.367-378

Abstract

Reading is one of skills of language that must be mastered by students. However, students often face the difficulties to comprehend a text. They have problem to get information from a reading text such as identifying social function, identifying main idea, finding explicit and implied information, finding references, finding synonym and antonym because the students have limited vocabulary. Using pre-experimental quantitative design, namely one group pre- and post-test design, this study was intended to investigate the effect of CSR to the students’ reading comprehension. This research used cluster sampling technique consisting of 35 students. The data value was analyzed using Paired Sample T-test of SPSS Statistic version 23. The data analysis showed that the average score of students’ pre-test was 63.14 while the post-test score was 84.57. The t-test computation collected by comparing the results of pre-test and post-test showed the mean score 21.429 and standard deviation 11.086. The result was t-score -11.435 with the significant (2-tailed) value is lower than 0.05. In conclusion CSR (Collaborative Strategic Reading) has significant influence on students’ reading comprehension.  
The Forms of Politeness Applied by English Students in Communication to Their Thesis Advisor Lecturers Via WhatsApp Widya Wardah Maharani; Arasuli Arasuli; Ildi Kurniawan
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.417-432

Abstract

This research aims to determine the forms, scales, and factors of students' politeness in communication to their thesis advisor lecturers via WhatsApp. The research design was descriptive qualitative research. The subject of this research was 54 of 2017 English students' text messages to their thesis advisor lecturers who were selected from classes A, B, and C by using the purposive sampling technique. The data were analyzed based on theory forms of politeness by Kushartanti, scales of politeness by Leech, and factors affecting politeness by Brown & Levinson's theories. From the findings of this study, there are four forms of politeness used by students, namely pronominal sentences, indirect sentences, opening sentences, and word appreciation sentences. The most widely used forms of politeness are opening sentences and appreciation words. Five politeness scales were also found, namely the cost and benefit scale, the optionality scale, the indirectness scale, the authority scale, and the last is social distance scale, where this scale is the most widely used. All politeness data are influenced by relative power and social distance, and there is no size of imposition politeness factor found. There are also two forms of impoliteness in this study, directness and without using the word appreciation and some students are classified as impolite based on the optionality scale. Students use all existing forms of politeness because they use Indonesian politeness forms and Indonesian culture, which considers these forms a sign that sentences in a conversation are considered polite. The form of politeness used by students is influenced by the politeness scale, that is social distance and vice versa. Based on the result, it can be concluded that most of the students have used politeness form when communicating with their lecturers through WhatsApp text messages.
Insights of Collaborative Learning Approach from Social-Psychology Perspective: A Systematic Review Sahril Nur; Ranta Butarbutar
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.379-397

Abstract

Collaborative learning (CL) is a learning approach that emphasizes activities that are focused on the students. Interdependence, social behavior, cognitive development, and social psychology views may all be used to explain its effectiveness. The systematic review's purpose is to investigate effective influencing elements on CL insight from a social psychology perspective. The research was evaluated using a qualitative technique and then thematically analyzed. The findings break down the success of CL interactions into three categories: social cognition, social conduct, and connections. The social-psychological aspects of collaborative learning, according to our research, have also become an important component included in curricular practices. As a consequence, starting with pre-service and building on it with teacher professional development would be better. We suggest that in the twenty-first century, collaboration, rather than rivalry, is a power to survive, and vice versa.
Students' Anxiety in Learning English as a Foreign Language. A Case from Indonesia Erika Mae Lavarias Rodriguez
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.433-444

Abstract

Although the study of students’ anxiety in learning English as a Foreign Language (EFL) in Indonesia has been conducted before, little attention is paid to whether gender or English level contributes more to the anxiety in learning. EFL students, particularly in Indonesia, find difficulty in learning the language because it has different rules from their own language. There is no such thing as gender-based personal pronouns or tenses in their verbs. It doesn’t have the plural form which is equivalent to adding “s” in English. In Bahasa Indonesia, how you spell it is how you pronounce it. While the spelling in English does not correspond with its pronunciation. 242 Grade 10 students, male and female in three different English levels (Levels 1,2, and 3) were included in the study. This study aims at researching the students’ anxiety level in terms of communication apprehension, fear of negative evaluation, and test-taking. Fear of negative evaluation shows the highest cause of students’ anxiety followed by test-taking and communication apprehension. Students in English Level 1 and 2 show a significant relationship to the level of anxiety, while students in Level 3 have no relationship between anxiety and that level. Gender has shown some significance but it is very weak. Between gender and English level, it shows that gender, though has weaker significance, contributes more to the anxiety compared to the English level. Further explication of each issue is discussed.
Systematic Literature review on the Use of Applications of Smartphones for Teaching English in EFL Contexts Prodhan Mahbub Ibna Seraj; ABM Rahmatullah
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.347-366

Abstract

This review paper provides an overview of the use of applications of smartphones, target language skills, methodology, and EFL contexts from the studies published between 2010 and January 2020. As per time frame and parameters followed by the PRISMA model, 45 of 2707 studies were retrieved from four reputable online databases, namely Springer link, Web of Science, Scopus, and ScienceDirect, were eligible for this study, All these studies (n=45) scrutinized and analyzed with NVIVO-12 for obtaining the objectives of this study. The findings showed that 25 applications of smartphones were employed, and the most used application was Short Message Service (SMS). Further, the findings reported that vocabulary was the most targeted language skills, the quantitative research methodology was the most popular and highest number of studies held in Iran employing smartphone apps in ELT. Based on the findings, the study would provide some implications and suggestions over the use of the applications of smartphones for facilitating teaching and learning language skills in the EFL contexts for educators and researchers.
Exploring Indonesian EFL Classroom Interactions in an Online Setting Muhammad Rafi Abdusyukur; Dadang Sudana; Ahmad Bukhori Muslim
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.445-457

Abstract

COVID-19 pandemic has brought a lot of changes in the education field – including the way teachers and students interact in the classroom. As a result, it is considered important for the Indonesian EFL teachers to explore and address this issue to make them familiar with the current pattern of interaction in the online classroom. With that knowledge, making the online teaching and learning effective is achievable. Even though a lot of studies have been conducted on similar topic, this study propose a different analysis by adapting the most prevalent framework in this topic – Flanders Interaction Analysis Categories System (FIACS) – into more focused categories for better understanding. This case study aimed at exploring the interaction in an online EFL classroom by utilizing FIACS as the main framework.  The necessary data was collected through non-participant observation, with an English teacher and her seven grade students as the participants. The results of this study show that the online EFL classroom interaction was dominated by the teacher. It was caused by several reasons namely the passiveness of the students that led to more talking from the teacher and technological glitches. It caused the online meetings to be teacher-centered. As the teaching and learning medium changed, the pattern and characteristics of the interaction became unique. One of the notable uniqueness was the difficulty to oversee the online interactions between students.

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