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.
Articles
372 Documents
<![CDATA[The Effect of Project-Based Learning Methods on Students' Ability in Developing Research Instruments of CDA ]]>
<![CDATA[Noermanzah Noermanzah]]>;
<![CDATA[Suryadi Suryadi]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.652-665
<![CDATA[The better the collaboration in developing a class discourse analysis research instrument, the better the research instrument's preparation outcomes. Thus, this study aims to determine the effect of project-based learning methods on students' ability to develop discourse analysis research instruments in the Indonesian Language Education Masters Study Program at the University of Bengkulu. The One Groups Pretest-Posttest Design was utilized in this work as an experimental approach utilizing pre-experimental designs (non-designs). The data collection technique used was a test technique in the form of a performance test to arrange research instruments of class discourse analysis. The steps for analyzing the data are by giving an assessment score, calculating the average student score, testing the normality of the data, and testing the hypothesis with the Paired Sample T Test using SPSS 24. The results showed a significant effect of project-based learning methods on students' abilities in composing a discourse analysis research instrument for Indonesian Language Education Study Program graduate students. The influence is indicated by the Sig value (2-tailed) of 0.00 is smaller than 0.05. Students have mastered the ability to compose class discourse analysis research instruments, namely making transcriptions of spoken discourse into written text, compiling guidelines for class discourse analysis in the form of work analysis tables and coding, and compiling interview guidelines. Keywords: Effects, project-based learning methods, the ability to compose class discourse analysis research instruments]]>
<![CDATA[Navigating English Writing Proficiency Tests in the Era of Artificial Intelligence ]]>
<![CDATA[Benni Ichsanda Rahman Hz]]>;
<![CDATA[Rebecca Evelyn Laiya]]>;
<![CDATA[Martiman Suazisiwa Sarumaha]]>;
<![CDATA[Supiyandi]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.480-498
<![CDATA[The establishment and growth of artificial intelligence (AI) technology has sparked tremendous interest in the field of writing skills, as AI writing tools have the potential to assist humans in creating and refining text. The availability of these tools may lead to a reliance on AI in writing, which raises concerns about the potential degradation of writing skills. To that extent, will the writing skill session in English proficiency tests (e.g: TOEFL, IELTS, PTE Academic, TOEIC) be displaced? Utilizing a phenomenological case study, the researcher interviews four experienced test administrators in North Sumatera, Indonesia, to explore their perspective regarding to the impact of AI writing tools on the applications of writing tests in English proficiency tests. Various insightful perspectives are elaborated by the participants, implicating the future of English writing proficiency tests in the age of AI. However, in case this study is conducted in Indonesia and only involves four test administrators, a wider scale of research is needed to further investigate the potential impact of AI writing tools on writing skills across various contexts and languages.]]>
<![CDATA[What EFL Students Think about Methods Used to Instruct Their Language ]]>
<![CDATA[Andi Asrifan]]>;
<![CDATA[Heriyanti]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.544-559
<![CDATA[EFL classes are offered at the secondary school level in Indonesia. To ensure the success of the English as a Foreign Language (EFL) classroom, educators in the field must use effective pedagogical practices. Assessing teachers' performance in the classroom can have far-reaching implications on the quality of education in the classroom. A useful strategy is to analyze the pupils' perspectives. Research was therefore done to detail which techniques students found useful and which they found less, as well as the reasons behind these judgments. Twenty-nine college students participated in this study via a systematic random sampling strategy. Focus group discussion (FGD) was used to collect data, which was then analyzed descriptively using a qualitative methodology. First, the analysis revealed that (1) students viewed the Communicative Method, Cooperative Learning, the Competency-Based approach, and Community Language Learning as effective strategies for teaching and learning languages. While the Lecturing Method, the Grammar-Translation Method, the Direct Method, and the Task-Based Method are all considered inefficient. (2) The strategies that students found useful and those that they found ineffective. (3) Three distinct senses will recognize an efficient strategy. These include studying outside the class, reviewing material from the previous session, and repeating it before moving on to the new one.]]>
<![CDATA[Investigating Difficulties Faced by Lecturers in Teaching General English ]]>
<![CDATA[Sam Hermansyah]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.499-509
<![CDATA[This research aimed to investigate the challenges encountered by the lecturer in delivering English language instruction to non-native speakers at a privately-owned institution in Sidenreng Rappang. The methodology employed for this study was a qualitative case study. The study involved a single English lecturer who expressed willingness to undergo interviews and observations while facilitating teaching and learning activities. The data was collected through interviews and observation as the primary research instruments. Thematic analysis was employed to analyze the collected data. The findings of the thematic analysis indicate that English language instructors encounter challenges in the course of delivering their pedagogical duties: 1) The need for more student engagement in the learning process; 2) Inadequate implementation of pedagogical strategies; 3) Insufficient provision of academic support; 4) Delayed submission of student assignments. The inference can be drawn that the students encountered challenges in comprehending the subject matter presented by the teacher due to the predominant use of the English language. The diminished level of student engagement during the educational experience can be attributed to the hybrid learning process, which combines in-person and remote instruction. ]]>
<![CDATA[Argumentative Essay Patterns Produced by University Students ]]>
<![CDATA[Siti Maria Ulfa]]>;
<![CDATA[Oikurema Purwati]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.595-612
<![CDATA[This study aims to discover patterns in students' argumentative essays in writing class. As is well known, argumentative writing in higher education has been difficult over the years, with students performing poorly compared to other papers required by the curriculum. A qualitative survey was conducted to obtain in-depth answers about students' argumentative essays, and the participants were 28 students. Still, only 12 essays were considered due to the quality of the writing itself. As a result, the students' argumentative writing results in three different looks. The first is that it was discovered that there was good surface structure but poor quality of reasoning; failure to rebut all of the counterarguments; good surface structure but the poor quality of reasoning, particularly with non-aligned rebuttals; good surface structure but poor rebutting undermining the overall quality of reasoning; and essays that conformed well to surface design because they contained two or three reasons. To summarize, students' knowledge of text content is determined by their ability to construct their thoughts based on false facts and, as a result, claim figures and invent experts in making their arguments. Therefore, students need instruction on what they are expected to accomplish in their writing.]]>
<![CDATA[Developing Quizizz Based Learning Media in Teaching Reading ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Rissa San Rizqiya]]>;
<![CDATA[Nissa Kamila Auliya]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.510-525
<![CDATA[The objectives of this study are to (1) identify the process of developing the product, (2) find out the feasibility of the product and (3) to find out students’ responses toward the product. The research method used in this research was the Research and Development (R & D) method, with the ADDIE development model. The respondents of this study were first semester students in English department who are taking the subject of reading for general purposes and two experts who assess the validity of the product content and the validity of media. The data collection methods in this study were observation, interview and questionnaires. The results showed that the process of developing the product has completed with the ADDIE model, which consisted of five stages namely Analysis, Design, Development, Implementation, and Evaluation. Second, the product was feasible. It was supported by the validators' result value, which felt into the "Very Good" categories. Third, the product that has been tested in the class received positive responses from the students. Therefore, it can be concluded that the use of quizizz based learning media is recommended to be applied in reading class. This media is beneficial in improving students’ interest in reading.]]>
<![CDATA[Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills ]]>
<![CDATA[Haerazi Haerazi]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.632-651
<![CDATA[The integration of mobile technology within the framework of flipped learning provides a viable and efficient means of fostering learners' speaking and listening skills. Through the flipped classroom, learners are better prepared for in-class interactions, as they have already acquired foundational knowledge and exposure to authentic language use. Therefore, this study aims to find out the efficacy of mobile-assisted flipped learning integrated with metacognitive skills in the teaching of speaking and listening skills in Mandalika University of Education. This study is designed in experimental design which is non-equivalent control group design. In this design, participants are not randomly assigned to the intervention or control group, resulting in inherent differences between the groups that may influence the outcomes. The instruments employed the speaking, listening, and metacognitive tests. The collected data are analyzed in descriptive and inferential statistical analysis. Based on the data analysis, the conclusion of this study showed that the integration of mobile-assisted flipped learning had a positive impact on learners' speaking and listening proficiency. Learners actively engaged in preparing their learning activities, both during out-of-class and in-class sessions. The incorporation of mobile technology and the flipped learning approach empowered learners to take ownership of their learning, enabling them to access instructional materials outside the traditional classroom setting and actively participate in in-class interactions. These findings highlight the potential of mobile-assisted flipped learning as an effective pedagogical approach in enhancing learners' speaking and listening skills, while also promoting learner autonomy and engagement in the learning process.]]>
<![CDATA[Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses ]]>
<![CDATA[Sri Sumarni]]>;
<![CDATA[Ifan Iskandar]]>;
<![CDATA[Imam Santosa]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.613-631
<![CDATA[This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.]]>
<![CDATA[The Effectiveness of Using Extensive Reading Approach Combined with Literature Circle Strategy Toward Students' Reading Ability ]]>
<![CDATA[Riswanto Riswanto]]>;
<![CDATA[Reko Serasi]]>;
<![CDATA[Esni Senvita]]>;
<![CDATA[Kasmaini]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.573-594
<![CDATA[This study aims to determine whether there is effect of using Extensive Reading Approach Combined with Literature Circle Strategy on Students’ Reading Ability. The research used Quantitative Approach with Quasi Exsperimental Design. The population of this research was the students of English Education Study Program at UINFAS Bengkulu academic years 2022/2023, 40 students were taken as sample. The sampling technique used in this research was purposive sampling. In this study, 6A was used as an experimental class and 6C was used as an control class The data were collected by using reading comprehension test. The data obtained were analyzed by using t-test formula. Based on the table p-output of Sig. (2-tailed) was 0,000< 0,05 and t-count value was 4,260, while the t table's df= n-2 = 40-2 was 38. (2,024). Based on the t-distribution table's ta=t.0,025 value. It can be said that H0 was rejected and Ha was accepted. It showed that there was effect of using Extensive Reading Approach combined with Literature Circle Strategy on students’ reading ability.]]>
<![CDATA[The Effect of Gamification in Board Game to Improve Students’ English Vocabulary ]]>
<![CDATA[Syahfrina Rahmawati]]>;
<![CDATA[Vidya Mandarani]]>;
<![CDATA[Fika Megawati]]>
<![CDATA[ Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.7.3.526-543
<![CDATA[This study aims to determine whether there is a difference between the learning outcomes of English vocabulary improvement in descriptive text learning for students before and after the Gamification method is applied. The subjects of this study were 41 students of MTS Muhammadiyah 1 Taman. Data collection using tests in the form of multiple choice and essay to measure learning outcomes in English vocabulary improvement. The method used is quantitative method, data analysis using paired sample t test. The results show that the mean score of the post-test is higher than the mean score of the pre-test, this means that there is an increase in learning outcomes of English vocabulary after the Gamification method is applied, the results also show that the significance obtained is 0.000, which is smaller than 0.05, thus Ho is rejected and Ha is accepted. This means that there is a significant difference between the learning outcomes of English vocabulary in descriptive text learning before and after the implementation of learning strategies using the Gamification method.]]>
