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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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Systemic Functional Linguistics to Preserve Interpersonal and Ideational Meaning in English-Indonesian Translation Tanzir Masykar; Febri Nurrahmi; Tabsyir Masykar
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.560-572

Abstract

Systemic functional linguistic (SFL) is a language theory that emphasize social function of a language in realizing meaning. Traditional ways of translating Indonesian text has relied heavily on generative grammar or grammar translation method. Using this method, the grammatical function of an utterance may be well preserved yet at the stake of meaning shift. Register (field, mode and tenor) is an important feature in SFL that may help translators preserving ideational meaning and tenor from the source language to target language. English sentences on specific scenarios are translated into Indonesian and vice versa using grammar translation method and systemic functional linguistic. The results are compared to observe translation shift, ideational, interpersonal and textual meaning. The findings showed that grammar translation method fail to transfer the ideational meaning into Indonesian despite preserving experiential features are intact. This does not happen in systemic functional linguistic approach since the approach requires preserving the functional meaning of a sentence instead of the grammar. The grammar categories may change using SFL but the functional meaning is well preserved. Emphasizing functional meaning instead of grammatical function enable translators to deliver equal meaning in Indonesian. While tenor is not a problem in the translation of Indonesian to English, translators need to carefully consider field, mode and tenor when translation texts from English to Indonesian.
Learning Strategies in Speaking for Presentation Applied by EFL Students Rahma Viranita; Ildi Kurniawan; Azhar Aziz Lubis
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.759-768

Abstract

This research aims to find out the types of learning strategies in speaking for presentation applied by the fourth semester students’ of the English Education Study Program at the University of  Bengkulu. This research was descriptive quantitative research. The population of this research was the fourth-semester students of the English Education Study Program of the University of Bengkulu in the 2020-2021 academic year. The total sample of this research was 28 students. The data were collected by using a questionnaire. The questionnaire consisted of 18 items which 3 categories strategies (Cognitive strategy, Metacognitive strategy, and Social-affective strategy).  The questionnaire was adapted from (Liao & Chiang, 2004). This research used SPSS (Statistical Package for the Social Science) 16.0 program to get the types of learning strategies in speaking for presentation applied by the fourth semester students’. The results of this research showed the type of learning strategies applied applied by students, is cognitive strategy. The cognitive strategies with a weighted average 3.15. Then, the metacognitive strategies with a weighted average 3.09. The last, the social-effective strategies got weighted avarage 3.07. Similarly, it can be concluded  the types of learning strategies in speaking for presentation applied by the fourth semester students’ were Cognitive strategies.
Need Analysis of English Learning Materials for Civil Engineering Department Students Indra Kurnia Ramadhan; Gita Mutiara Hati; Elfrida Elfrida
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.717-730

Abstract

This research analyzes the Civil Engineering department students' needs for English learning materials and the need regarding the language element by students in English learning material in the civil engineering department. Populations in this research were carried out in the Department of Civil Engineering, at the University of Bengkulu. This research used descriptive quantitative research with questionnaire as the tools in collecting data and interview was carried out to find out in-depth and strengthen the questionnaire. To analyze the data, the writer involved two steps in analyzing the data collected; Give questionnaires to civil students using Google Form and then they were given 2 days to fill out and Analyze and explain the results of the list of answers from the questionnaire. The result of this research showed that the civil engineer students want to improve their English speaking skills and listening skills to communicate in their activities in the field of civil engineering where the material provided is easily understood by the students. In addition, the language element they want is more conversational. The English conversations given are more situational conversations and the texts given are more discussion texts. The last, English is important for professional needs because English is needed for everything such as the TOEFL score and confidence in their English which is one of the requirements to continue studying and to become an employee in a company.
The Efficiency of Using Google Classroom to Teach Writing Descriptive Text kurnia saputri; Eko Kuntarto; Sofyan; Darmawan Budiyanto
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.822-831

Abstract

The purpose of this study was to determine the effectiveness of Google Classroom, which was used to teach students how to write descriptive text for Junior High School. A quasi-experimental research design used in this study. The participants in this study were students in the eighth grade at SMPN 13 in Palembang. Purposive sampling used to select 60 students for this study. The researchers used a pre-test and post-test method to collect data. The researchers used SPSS to analyze the data and test the hypothesis. When the value of significance (2-tailed) in this study was lower than the significance level (0.000 < 0.05), the Ha was accepted. It means that using Google Classroom had a significant impact on students' achievement in writing descriptive text. However, it can be concluded that Google Classroom significantly enhances the efficiency of teaching students to write descriptive text and assists them in completing and collecting assignments without regard to time or space constraints.
Lecturer’s Personal and Social Competence Toward Students’ Writing Proficiency in EFL Classroom Limbong, Sunarlia; Alberto; Frans Tandibura
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.914-927

Abstract

The competency of a lecturer is required for a successful learning process that leads to increased student accomplishment. The present study investigates (1) the profile of students' writing skills at the Port Shipping Management Department of Polytechnic of Makassar Merchant Marine (PIP) through a writing test, and (2) the influence of lecturers' personal and social competence on students' writing proficiency in English as a Foreign Language (EFL) classroom settings using qualitative data. The study employed purposive sampling to select 3 lecturers and 30 second-semester students from the Port Shipping Management Department of PIP. Quantitative data were collected through a writing test administered to the 30 students, while qualitative data were gathered using semi-structured interviews with the 5 lecturers, focus group discussions with the students, and classroom observations. The findings revealed various levels of writing proficiency among PIP students and highlighted the positive impact of lecturers' personal and social competence on students' writing proficiency. The better the personal influence and social competence of the lecturers, the better the students' writing capabilities are. The study emphasizes the need for continued development of lecturers' personal and social competence to foster a supportive and engaging learning environment in maritime education and training.
The Interplay of social media and English Proficiency of Indonesian University Students’ Exchange Andi Sadapotto; Nadirah; Muthmainnah; Muhammad Hanafi; Anugrah Yuda Pratama
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.681-702

Abstract

This research uses the descriptive qualitative method as the research methodology. This research was conducted to know what is the most common social media influence student’s English-Speaking ability and how does social media influence student English speaking ability. The population in this research were the students of Pertukaran Mahasiswa Merdeka Inbound State University of Malang in this research were 10 students. The data collection method used in this research was an interview. The results shown that the most social media that influence students to improve their speaking ability is YouTube. Social can influence the students to improve their speaking ability because in social media there are so many contents that provide them to learn English especially to improve their speaking ability such as video, picture, photo, etc.  
Comparing TOEFL and teacher’s assessment scores in measuring student’s English skills Hutabarat, Pritz
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.770-790

Abstract

Standardized English tests have long been used to determine English learner’s level of proficiency. Tests such as TOEFL (Test of English as a foreign language) and IELTS (International English language testing system) are arguably the most popular English tests in the world. On the other hand, English learners are consistently being assessed by their teachers through a performance-based assessment which provides a comprehensive description of student’s learning achievement in learning English. The results of these two forms of assessments were hardly compared and correlated. Therefore, this paper investigates the correlation between student’s TOEFL score and teacher score. Moreover, this study explores how teacher uses washback effects of TOEFL and class tests. Investigating 42 grade 12 students in an English immersion school in Indonesia, the result of this study indicated a positive but weak correlation between TOEFL and teacher’s assessment scores (r = 0.246, p = 0.116). This weak correlation indicates that the two types of assessments measure student’s achievement and performance differently. The washback effect of TOEFL is mainly in the form of teacher’s encouragement to the students to be more serious when taking TOEFL test so that they will be about to get higher scores.
The Role of Prior Language in The Acquisition of English Language by Indonesian Adult Andina Cipta Wardani; Catur Kepirianto
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.745-758

Abstract

Many factors influence the second language acquisition process for adulthood. One of the factors is the prior language (L1) that a person possesses. This research analyses the role of prior language in adults who are claimed hardly to acquire a second language (L2). This research also tried to figure out how the L1 affects the L2. This research is supposed to know whether L1 prevents adults from acquiring a second language or, instead, L1 helps adults acquire a second language (L2). It is descriptive qualitative research. The instruments are questionnaires via Google form and voice records to be analysed with the Speech Analyzer application. The population is employees who work in the branch office of a construction company with a total of about 100 employees. Their L1 is Indonesian, and their L2 is English. The sampling method used is a random sampling from various company divisions that communicate with foreign co-workers or clients and deal with documents written in English. This research shows that prior language determines adults’ accents and pronunciation, interpreting the meaning, processing the information in L1 then producing it in L2. Significantly, the prior language does help adults acquire English as a second language.
Unlocking the Potential: Exploring Factors and Overcoming Challenges in Gamifying English Literacy Kurniawan Suryatama; Ika Lestari Damayanti
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.862-880

Abstract

Gamification in the education system emerges for the first time in the late 2000s, and since its emergence, gamification has gained recognition as an innovative approach in education, creating dynamic and engaging learning environments. However, with its current emergence, studies relating to gamification in education are still limited. As such, the current study is conducted to answer two research questions. First, what factors to be considered when applying gamification into the teaching process, and second, what are the challenges when applying gamification into the teaching process. This research used interview to collect the data from two English teachers who have been implementing gamification in their teaching for several time, and thus the present study falls into qualitative research. The findings emphasize the importance of considering game mechanics, engagement and motivation levels, alignment with learning outcomes, learner needs and preferences, and contextual factors to effectively implement gamification. Additionally, the study highlights challenges such as designing effective game mechanics, potential distraction from learning goals, balancing gamification with traditional teaching methods, and ensuring sufficient resources and support for implementation. These findings underscore the necessity for teachers to comprehend gamification and evaluate its compatibility with students' learning needs in order to achieve better educational outcomes.
The Impact of Soliloquy Approaches on Digital EFL Speaking Skill Instruction Hengki Hengki; Ratna Ratna; Ahmad Al Yakin
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.666-681

Abstract

This research investigates the requirement for soliloquies to be performed for the aim of developing speaking abilities using modifications of soliloquy performers whose exceptional performances have been shown. in Hamlet's famous play. This discovery calls into question the views of some critics who believe that soliloquy is irrelevant, confusing, and unneeded in the context of the play. This study highlights numerous critical points to achieve two crucial goals: practicing acting and practicing speaking English, both of which are connected. They have expressed themselves in public by listening to their conscience when unhappy and crying, when angry and shouting words accompanied by screams of irritation, and when joyful, happy, and grateful to God for the wonderful accomplishment they have achieved. Flat, low, and high notes, as well as sorrowful and glad sounds, are all played. Embody eloquence. They were aware that they were in the presence of many eyes and cameras, so they did not turn their backs on them. Dialog, characters, and facial expressions are all included. The use of words when expressing oneself through the gaze. These critical features were preserved, resulting in an outstanding performance. Their degree of performance is incredibly fulfilling; study data demonstrate that posttest scores considerably outnumber pretest scores.  Drama activities are related to speaking or oral communication. The connection between oral communication and theater is intended to bridge the gap between the classroom and the outer world. Drama activities might help to enliven and improve speaking skills.  

Page 26 of 38 | Total Record : 372

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