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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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A Comparative Study on Reporting Verbs in ELT Research Article Introductions by Indonesian Authors Ibesti Agenum Raningrum; Safnil Arsyad; Muhammad Fadhli
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.6.3.327-346

Abstract

The study of reporting verbs (RVs) is rarely done by Indonesian scholars. Therefore, this research aimed to investigate how Indonesian writers used the RVs in research article introductions published in low-ranking and medium-ranking ELT journals and investigating the differences of the usage of RVs used by them in both groups of journals. This research used a quantitative approach with a comparative design that investigated 40 research article introductions published in low-ranking (SINTA 6: Journal of English Language Education, and SINTA 5: The Journal of English Literacy Education) medium-ranking (SINTA 4: Journal of English Education and Teaching, and SINTA 3: ELT Forum: Journal of English Language Teaching) ELT journals in 2021. The data were taken by using the purposive sampling technique and they were analyzed by using the RVs’ framework of Francis et al. (1996). The results revealed that Indonesian writers of low-ranking and medium-ranking ELT journals used all of the RVs in research article introductions, but the most frequent RVs used by them was “argue verb”. Moreover, Indonesian writers of low-ranking ELT journals used more “find and think verbs”. Meanwhile, “the argue and show verbs” were more often used by Indonesian writers of medium-ranking ELT journals. These findings indicate the importance of using the RVs in writing the research article introductions for Indonesian writers in the field of English language teaching. The writers are suggested to use more “Argue Verbs, followed by “Find and Shows Verbs” when writing research article introductions. Keywords: ELT journals, research article introduction, low-ranking journal, medium journal, reporting verb
EFL Pre-service Teacher’s Teaching Anxiety and the Coping Strategies during Teaching Practicum Khofifah Novitasari; Banatul Murtafi'ah
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.6.3.310-326

Abstract

This research aims to investigate the sources of teaching anxiety as experienced by EFL pre-service teachers during the teaching practicum and the types of strategy used to cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al. (2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it. One English pre-service teacher was willing to participate as participant in this research. The data were collected through semi-structured interviews. The researchers found that the pre-service teacher was anxious mostly due to the lack of teaching experience, her personality, fear of making mistakes, difficulties in time management, lack of learner motivation, and technical issues. This research revealed that there are eight strategies used by the participant to cope with her teaching anxiety (i.e., cognitive strategies, behavioral strategies, emotional strategies, self-management skill, professional qualities, discussion with people, support from supervising teacher, and feedback from lecturer supervisor). Further implications and recommendations are also described in this research. The results from this research suggest alternatives for EFL pre-service teachers to cope with anxiety during teaching practicum.
Analysis of Causing Factors on Teachers’ Code Switching Triana Novitasari; Dian Erlina; Fitri Alya Okta Sukma
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.6.3.398-416

Abstract

Code switching is an intriguing phenomenon to investigate because it is a part of the development process and the use of multiple languages (bilingual). In the world of education, both at the middle and upper levels, the use of code switching can be done by teachers or students in the classroom. This research was conducted to find out the factors causing teachers to do code switching in the classroom. The research method applied in this study was qualitative research in the form of a case study. The writers selected the participants for this research by using a convenience sampling technique. There were two teachers of English at SMA Negeri 15 Palembang, and those teachers were selected as the participants to collect the data. In collecting data, the writers used interviews through open-ended questions. Then, the writers analyzed the data obtained from the interview using a theme code system in the form of table codes, synchronizing the data with the aspects and items that prevailed in the interview protocol. The result of this research based on the interviews showed that there are two factors causing teachers to do code switching. Two factors are linguistics and non-linguistics. Language linguistics factors are divided into language stagnation and a lack of students’ knowledge of vocabulary. Furthermore, non-linguistical factors are divided into the emotional condition of the teacher and the condition of the class situation. Keywords: Code Switching; Actors of Code Switching; Linguistics; Non-Linguistics.
The Correlation Between Students’ Personality (Extrovert and Introvert) and Their Reading Comprehension Achievement Satria Adi Pradana; Al Hakim Bani Ismail
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.6.3.458-468

Abstract

The students struggled with reading due to a lack of vocabulary and boredom when attempting to comprehend a reading text. Besides, the Teacher's technique did not match the student's personalities, so they did not follow the instructions given by the Teacher in the reading learning process. As a result, many students at MAN 1 Pesisir Barat Lampung got underscore in reading. This study aimed to determine whether there was a relationship between the personality traits of students (extrovert and introvert) and their reading comprehension success in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/21. This research used a correlation research design. The population of this research was the tenth grade of MAN 1 Pesisir Barat Lampung. The sample of this research was two classes, X Science 1 and 2, consisting of 77 students from those two classes. The data is collected by using personality questionnaires and reading comprehension tests. There were 20 questions for the personality questionnaires exam and 40 questions for the reading comprehension test, which had been verified. After collecting data for both variables, SPSS version 21 with the Pearson Correlation Formula was used to analyze the data. After doing the hypothetical test, the result showed that the value of significant generated Sig (P-value) = 0.006 < ɑ = 0.05. As a result, H0 was rejected, and H1 was accepted. Thus, it can be concluded that there was a correlation between students' personalities (extrovert and introvert) and their reading comprehension achievement in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/2021. Then, the coefficient correlation between students' personality and their reading comprehension achievement was 0.749, which means that the correlation of both variables was high and positive.   Keywords: Correlation Research Design; Personality; Reading Comprehension Achievement.
An Evaluation of Speaking Materials in Think Globally Act Locally Textbook for Ninth Grade of Junior High School Dwi Eka Putri; Arasuli Arasuli; Erni Sukesi
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.6.4.514-526

Abstract

This research was intended to observe, evaluate, and discover the quality of the speaking materials which appear in Think Globally Act Locally textbook for ninth grade of junior high school published by the Ministry of Education and Culture 2018 revised edition. Researchers evaluated the speaking materials by using the Scott’s theory of good speaking materials. It was conducted by using descriptive qualitative research design. The research object was Think Globally Act Locally textbook, specifically the whole speaking materials on that book. The instruments consisted of evaluation table, documentation, and interview. The data were collected through six necessary steps, included (1) read the textbook thoroughly, (2) find out all the speaking materials, (3) observe all the speaking materials that was found, (4) identify the speaking materials regarding to the four criteria, (5) report the data through evaluation table, and (6) present the data in detail. The result of this study showed that there were 40 speaking materials found in the textbook, 30 of them filled the category of “good”, and 10 others reached the category of “sufficient”. In conclusion, overall the speaking materials in this textbook were classified as good. Therefore, researchers recommend this textbook to be implemented as the main source for speaking activities in classroom interaction.
Indonesian Teachers’ Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching Rachelina Larasati; Paulus Kuswandono
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.6.4.555-577

Abstract

It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.
A Test-Items Analysis of English Teacher-Made Test Muslim Darmawan; Sudarsono -; Dwi Riyanti; Yohanes Gatot Sutapa Yuliana; Sumarni
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.6.4.498-513

Abstract

The primary purpose of this study is to find out information about the quality of item analysis on English teacher-made tests related to the difficulty level, item discrimination level, validity, and reliability of the final semester assessment for the twelfth-grade student of SMAN 8 Pontianak in the academic year 2020/2021. The researcher conducted this study using descriptive quantitative analysis with the data obtained from the English teacher-made test, consisting of 40 items with 257 test-takers of twelfth-grade students. The researcher analyzed the test items by using the combinations of Master TAP and SPSS Version 16 applications. Based on the difficulty level, the analysis results show that 22 items were categorized as easy, 14 items as medium, and four items as difficult level. Moreover, the item level of item discrimination shows that 9 items are categorized as poor, 18 items as enough, and 13 items as good index level. The analysis results also show that 23 items as valid questions, while the other 17 are invalid. On the other hand, the questions' reliability level showed satisfactory results, with the K-R20 result of 0.835. The results of the analysis showed that there were some questions that had already of good quality, but some problematic items were also found after being analyzed. Therefore, it is necessary for the teacher to conduct an evaluation of the problematic items so that the assessment process will be better in the future. The primary purpose of this study is to find out information about the quality of item analysis on English teacher-made tests related to the difficulty level, item discrimination level, validity, and reliability of the final semester assessment for the twelfth-grade student of SMAN 8 Pontianak in the academic year 2020/2021. The researcher conducted this study using descriptive quantitative analysis with the data obtained from the English teacher-made test, consisting of 40 items with 257 test-takers of twelfth-grade students. The researcher analyzed the test items by using the combinations of Master TAP and SPSS Version 16 applications. Based on the difficulty level, the analysis results show that 22 items were categorized as easy, 14 items as medium, and four items as difficult level. Moreover, the item level of item discrimination shows that 9 items are categorized as poor, 18 items as enough, and 13 items as good index level. The analysis results also show that 23 items as valid questions, while the other 17 are invalid. On the other hand, the questions' reliability level showed satisfactory results, with the K-R20 result of 0.835. The results of the analysis showed that there were some questions that had already of good quality, but some problematic items were also found after being analyzed. Therefore, it is necessary for the teacher to conduct an evaluation of the problematic items so that the assessment process will be better in the future.
Igniting Students’ Language Study-Skill: An Overview of the Practice of English Literary Material Abd Halim; Nur Mutmainna Halim
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.6.4.538-554

Abstract

Detail English literary materials were selected and processed to establish a course-book to be implemented in Junior-High Schools. The materials were designed to ignite students’ language study skills namely inspiration, interactivity and creativity as important aspects in English education. The study was a developmental research and experimental study. The data were collected through (a) an English essay test involving different difficulty levels of questions (cognitive, analytic, evaluative and creative), and (b) classroom observation and interview. Results from this study identified that the learning processes and learning results clearly reflected the three language study skills. By providing and facilitating proper interactive reading materials and a lively atmosphere of classroom discussion, students got inspired to get their own ideas, got free to write their own sentences and this circumstance assigned students to become more creative. Such content of an inspirational, interactive and creative course book must be relevant to the students’ preferences like interest and need to induce students think critically by relating things into facts.
The Utilization of Jamboard to Improve Students` Writing Skills in Personal Letter Irmayani Irmayani; Lailatul Masruroh; Eka Cristin Wulandari
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.6.4.527-537

Abstract

This study used pre-experimental research, conducting one group pre-test and post-test to examine the effectiveness of using Jamboard application media to improve students' writing skills. Furthermore, this study focused on common writing challenges that students face, such as using acceptable grammar, vocabulary, and mechanics when writing personal letters. Twenty-eight senior high school students majoring in Teknik Kendaraan Ringan were carefully chosen from SMK Abdurrahman Wahid Banjarmadu (TKR). The data revealed an improvement in the students' writing ability in personal letters utilizing jamboard by Wilcoxon signed rank test. According to the data, the positive learning outcomes for pre-test and post-test with a mean rank or average rise 14,50. While the number of sum of ranks is 406,00. Based on statistic value of Wilcoxon test the significance (2-tailed) < 0,05. It signifies that the alternative hypothesis (H1) was accepted because there was a substantial difference in the students' writing skills before and after treatment with Jamboard, whereas the null hypothesis (Ho) was denied. After examining the data, the researcher concluded that jamboard could be an alternate media for improving students' personal letter writing abilities. There are a total of 406,00 rankings. The Wilcoxon test has a significance threshold of 0.05 based on the statistic value (2-tailed). It signifies that the alternative hypothesis (H1) was accepted since there was a substantial difference in the students' writing ability before and after treatment with Jamboard, whereas the null hypothesis (Ho) was denied. Following an examination of the data, the researcher concluded that jamboard could be a viable alternative medium for boosting students' personal letter writing talents.
Syntactic and Semantic Analysis of Word “Over” In Gabriel Garcia Marquez’s Novel “One Hundred Years of Solitude” Rina Mutiarawati; Ami Nur Najmillah; Zubaedah Wiji Lestari
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.6.4.598-609

Abstract

The aim of this study is to analyze the meaning of the word “over” through syntactic and semantic analysis based on its structure. Moreover, this study also evaluates the features of the word “over” based on the structure whether they are used as an adverb, an adjective, a preposition, or a phrasal verb. This research employs qualitative descriptive research where the data are taken from the novel “One Hundred Years of Solitude” by Gabriel Garcia Marquez. As a result of data analysis, the researchers found that word over not only functions as a pure preposition, but also as an adverb, an adjective, and a phrasal verb. It can be seen from the position and function of the word “over” in a sentence. In semantic analysis, the particle “over” is analyzed as a pure preposition, an adverb, an adjective, and a phrasal verb based on the definition of “over” from two well-known dictionaries. Hopefully, the study result can be beneficial theoretically and practically for teachers or future researchers who were passionate about analyzing words from a syntactic and semantic point of view.

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