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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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Project-based Learning to Promote High School Students Descriptive Writing Ardiana Ardiana; Ariana Ariana; Eka Irianti
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.7.4.1060-1070

Abstract

In high school, EFL learners are supposed to have the capability of writing a good descriptive text as one of the demand of the curriculum. However, many students still experience problems in producing a successful writing. This study aims at promoting high school students’ writing skills, particularly in writing descriptive text, by utilizing project-based learning. This study employed a Classroom Action Research through two cycles which include planning, acting, observing, and evaluating stages. The data were collected from 23 students of X IIS 4 class of SMA Negeri 4 Takalar as the study subjects by using writing tests and observation. The results of the study show that there was an improvement in students’ scores and behaviour when learning with project-based approach. In the diagnostic test, the students mean score was 65.57. The score improved by 9.9% in cycle I and 13.81% in cycle II to 72.09 and 82.04, respectively. Besides, in the pretest, only five students who can achieve the minimum completeness criteria, but in the end of cycle 2, twenty students can pass the minimum score. In addition, students become more actively engaged in the learning process as they are enthusiastic with the projects given by the teacher. This means that the use of project-based learning gave positive impact to students’ learning to write descriptive paragraphs and teachers are suggested to use it in teaching in EFL writing classrooms.
English High-stakes Testing in Indonesia: Friend or Foe? Puspitasari, Maya; Pelawi, Muhammad Arifin
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.7.4.1071-1084

Abstract

The Education Ministry has eliminated standardised high-stakes testing called Ujian Nasional (UN) since 2021 throughout schools all around Indonesia. However, it might be practical to look backwards at the UN and its implementation with the impact it gives on the teachers. This article has a concern about the washback consequences of a high-stakes exam on teachers. The effects were investigated within the specific context of the 2016 UN for students in Indonesia at the junior secondary level. A semi-structured interview with eight English teachers was set up to explore the teachers' perceptions towards the UN. Regarding feelings, all participants shared divergent feelings ranging from disinterested to excessive levels of fear or anxiety and mixed feelings. The data also showed mixed opinions, both positive and negative, regarding the examination. The students were thought to be motivated to study because the examination was used for selection purposes. The results did, however, also imply that the students' performance on the national exam was thought to have been assessed unfairly. The instructors demonstrated how the exam affected their teaching roles and methods. Making the national exam a low-stakes test was one of the suggestions made by attendees to enhance it.
Code-switching used by English teachers in teaching EFL students Andi Rustandi; Febriani (Scopus ID 57217300982), R Bunga; Sevia Fauziah
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.7.4.1046-1059

Abstract

This study aims to investigate: (1) the types of code-switching used by English teachers in teaching the classroom; and (2) the frequency of code-switching functions used by English teachers in teaching activities. According to Poplack’s theory, there are three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching. In addition, there are also three functions of code-switching that will be found in classroom activities according to Sert’s theory: topic switch, affective function, and repetitive function. This study was conducted using a qualitative method with a case study approach. The participant in this study was an English teacher at one of the Islamic junior high schools in Ciamis. To determine the participant, the writer used the purposive sampling technique. Data collection in this study was carried out through observation and recording. The writer conducted observation twice, and then recording was used to analyze the data. The results show: (1). The teacher did all the types of code-switching according to Poplack’s theory in her teaching activities, namely, inter-sentential switching, intra-sentential switching, and tag switching. (2). The code-switching function that was dominantly used by English teachers was the topic switch function, with 109 cases, or 82%, while the results of affective and repetitive functions were equal.
The Alignment of Folklore and Literature Learning in Schools Against Students' Eco-literacy Competencies Youpika, Fitra; Sumiyadi; Permadi, Tedi; Sunendar, Dadang; Yandryati, Jenny
Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.1.88-105

Abstract

This research is about local literature (folklore) and eco-literacy. It was conducted to find information of the alignment between folklore, literature learning in schools, and students' eco-literacy. This research used descriptive-qualitative research design. The data used for this research is in the form of answers from respondents about written questions that have been distributed online. Total respondents were 89 students from 5 schools (junior and senior high schools) in Bengkulu. Data analysis was conducted through data reduction, presentation (description), and conclusion. The findings of this study are, first, Junior and Senior High School students in Bengkulu like folklores from their district. Most of these students like legend’s type folklore compared to other type stories. Currently, folklores can still be found in the community, although it is not easy because the spoke person are old and many have died. The content of Bengkulu folklores has values or teachings about nature and ecosystem conservation. Second, local literature is taught in junior and senior high schools in Bengkulu. Students enjoy learning literature, especially local literature. The last, the level of environmental literacy among students is still relatively low. This can be seen by the lack of students' attention for waste and environmental conservation. In this regard, learning literature and folklore in schools is in line with students' eco-literacy competencies. However, this has not been implemented optimally, so it is hoped that local literature (folklore) can give contribution in nature and ecosystem conservations by increasing the eco-literacy of students and society.
The Simple Game of the Learning Model Approach on Elementary School Students Muhammad Syam’un Al Ghazi; Kholid
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.7.4.1085-1100

Abstract

This study aims to produce a product model of learning devices through a simple game to improve the speed and agility of upper grade of elementary school students, as well as determine the feasibility and effectiveness of learning device models through simple games.This learning device model was developed to be used by upper grade elementary school students, during PJOK learning, so that upper grade elementary school students are able to maintain speed and agility performance during PJOK learning. The method used in this research is a research and development method ( Research and Development) the Borg & Gall model which reviews problems, data collection, product design, design validation, design revisions, product trials, product revisions, usage trials, product revisions, and dissemination. The subjects of this study were PJOK teachers and elementary school students. The trials carried out included two stages, namely small-scale trials conducted on one PJOK teacher with 20 students, large-scale trials with two PJOK teachers with 40 students, and an effectiveness test with two PJOK teachers with 40 students. Based on the findings of the data and analysis, the researcher describes several parts of the findings through the validation assessment of material experts, obtaining an average rating of 3.83 in the "good/decent" category, validation by media experts obtaining a rating of 4.1 in the "good/decent" category. "good/decent", and the validation of Indonesian language experts received an assessment of 3.9 in the "good/decent" category, at the small-scale trial stage, the teacher's assessment results were obtained at 4.2 in the "very feasible" category and the test results speed and agility by 60% and 50% in the "enough" category, at the large-scale trial stage, the teacher's assessment results were obtained by 4.3 in the "very decent" category and the speed and agility test results were 75% and 65% with category "worthy". Based on the effectiveness test of the speed variable with the 40 m sprint test, the pretest value was 5.5% and the posttest was 90%. The agility variable with zig-zag running (IIlinois Aglitiy Test) obtained a pretest value of 47.5% and a posttest of 82.5%. It can be concluded that producing a learning device model through a simple game that has been validated for its feasibility and tested for its effectiveness in increasing the speed and agility of upper grade elementary school students. Keywords: Simple Game, Speed, Agility
Language Learning Strategies: A Case of Indonesian Students Studying in the United Kingdom Indah, Nopita Nurpa; Yunita, Wisma; Maisarah, Ira
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.7.4.1135-1155

Abstract

This study aimed to find out the language learning strategies used by Indonesian students during their studies at the University of Leeds in the United Kingdom, the obstacles faced in implementing the learning strategy, and how to overcome the obstacles in implementing the learning strategy. Data obtained by providing a questionnaire and interview. The questionnaire was adopted from the Oxford theory, which consists of 50 statements with five answer choices in the form of Google form to 30 Indonesian students who studied at the University of Leeds. Then, the writer conducted the interview via zoom meeting that focused on the participants’ reasons and experiences with the language learning strategies they used. The result showed that: (1) the Indonesian students studying at the University of Leeds dominantly used cognitive, metacognitive, and social strategies. (2) The Indonesian students faced some obstacles in implementing the learning strategy, and they came from two factors: internal (study habits and study concentration) and external (teacher teaching style and the social environment). (3) The Indonesian students overcome those obstacles by applying different kinds of learning strategies. These findings relate to the importance and the use of language learning strategies for students who want to continue their studies overseas. Keywords: Language Learning Strategies; Indonesian Student; United Kingdom.
Figurative Language Expressions in English Language Selected Videos Posted in TikTok Application Nabila, Succia Putri; Azwandi, Azwandi; Sujarwati, Iis
Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.3.569-585

Abstract

The purpose of this study is to describes the types of figurative language found in English selected videos from TikTok application. And also, tried to find out the functions of figurative language in these selected videos. A descriptive qualitative was undertaken to investigate the research question in this study. The result of the study showed that there are eleven types of figurative language found in these videos. Including simile, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole, understatement and irony. Simile, synecdoche, symbol, allegory, and paradox are the dominant type found in the selected videos. Meanwhile there are five functions of figurative language discovered through the videos consist of referential function, expressive function, conative function, poetic function and phatic function. The poetic function is the most one used in the selected videos. The use of figurative language in some selected videos from TikTok application it might contains beatify meaning and also non literal meaning. Some creators of the videos used figurative language to share their opinion about love, live, daily life and also sensitive topic.
Problems and Strategies of Introvert Students in Speaking English Putri, Seva Zakiyyah; Syafryadin Syafryadin; Muhammad Fadhli
Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.1.156-173

Abstract

In this research, researchers aims to find out the problems and causes of introverted students and introverted students' strategies in speaking English. Researchers used descriptive quantitative methods. In the first questionnaire researchers used a random sampling technique, in which 104 students of SMAN 4 Bengkulu in the Science majors grades 10 and 11 became the sample. And for the second and third questionnaires researchers used a purposive sampling technique, in which 67 students were categorized as introverts. The results of the study showed that introverted students have many problems in speaking English. The problem that most introvert students face is pronunciation problems in speaking English, with a total average of 2.01; then followed by the problem of lack of vocabulary (2.02); and the problem of lack of confidence (2.07). Researchers also found several causes of introverted students' speaking problems, namely students accustomed to using their mother tongue when forced to speak English (2.02) as the dominant cause based on the total average result; feeling lost the topic when speaking English (2.11), and feeling stuck in thinking (2.16). Then the last result, there are three strategies used by introverted students to overcome speaking problems. Metacognitive as the dominant strategy used by introvert students in overcoming speaking problems, the strategy is paying attention (3.25), then followed by cognitive strategies regarding practice strategies (2.79) and the socio-affective strategy regarding cooperative strategies (2.71). The problems and causes that most introvert students face in speaking English are pronunciation problems and students are used to using their mother tongue when they feel pressured. Furthermore, introverted students used many strategies with moderate mean total.  
Designing Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation Saidna Zulfiqar Bin Tahir; Susiati, Susiati; A Yusdianti Tenriawali; Geminastiti Sakkir
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.7.4.1023-1045

Abstract

The death of 11 of the 71 local languages ​​in Maluku without a proper burial is a very sad thing for generations of speakers of these languages. Meanwhile, 71 other local languages ​​are threatened with extinction. Even though there has been a Maluku province regional regulation No. 14 of 2005 and Regional Regulation No. 3 of 2009 as well as central government policies through Minister of Education, Culture, Research, and Technology regulations No. 7 of 2022 concerning the independent curriculum. These efforts, up to now, have not produced effective results, so it is very urgent to research and revitalize it based on the needs and conditions of the Maluku people, especially on the island of Buru to prevent language death and extinction. Therefore, this research aims to develop 4 in 1 multilingual-based Maluku regional language teaching materials (Buru language) in implementing the Merdeka curriculum in Buru Regency. To achieve the objectives of this research, the appropriate research method to employ is Research and Development (R&D) with an analysis, design, development, implementation, and evaluation (ADDIE) model design. This design shows several research stages starting with analyzing the needs of students, teachers, and stakeholders as well as analyzing the situation in 6 Madrasah Tsanawiyah (MTs) schools in the Buru district. The results of data analysis will be used as material to design and develop syllabi, lesson plans, and Buru language textbooks in the 4 in 1 multilingual learning model, then develop textbook products and will be implemented in the independent curriculum and evaluated through experimental tests on small, medium and large scales
Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher Megawati, Fika; Shah , Shanina Sharatol Ahmad; Anugerahwati , Mirjam; Ubaidillah , M. Faruq; Mustofa , Mutmainnah; Agustina, Sheila
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.7.4.1156-1176

Abstract

Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.  

Page 29 of 38 | Total Record : 372

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