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[AN INVESTIGATION OF LISTENING COMPREHENSION STRATEGIES USED BY SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU ]]>
<![CDATA[Afrian Reastu Prayogi]]>;
<![CDATA[Elfrida .]]>;
<![CDATA[Mei Hardiah]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.2.4.76-83
<![CDATA[This research aims to find out the listening comprehension strategies used by sixth semester students of English Education Study Program at University of Bengkulu. The subject of this research is all sixth semester students of English Education Study Program in academic year 2017/2018. This research was using descriptive quantitative as the methodology and the data was collected by using questionnaire as the instrument. The questionnaire consisted of 35 items which represent the use of listening comprehension strategies from cognitive, metacognitive, and socio-affective strategies. This research uses Statistical Package for Social Sciences (SPSS) version 22 to analyze the data. Oxford’s (1990) rating scheme for strategy use was used to determine the category of listening comprehension strategies use. The result of data analysis shows that students use cognitive, metacognitive, and socio-affective strategies in listening comprehension. Cognitive strategy was used as the most highly use of strategies in listening comprehension with the mean score 3.54 (high), followed by socio-affective strategy with the mean score 3.43 (moderate) and metacognitive strategy with the mean score 3.4 (moderate). From the results, it is concluded that students are using strategies mostly when doing a listening task at the classroom, by using the lexical and grammatical competences also background knowledge to understand the listening materials.]]>
<![CDATA[A COMPARATIVE STUDY OF TYPES OF CONJUNCTIONS USED IN THE RESULTS AND DISCUSSION SECTION OF STUDENTS’ RAS AND TEFLIN JAs PUBLISHED IN 2015 ]]>
<![CDATA[Dian Rahayu Purba]]>;
<![CDATA[Safnil .]]>;
<![CDATA[Rosnasari Pulungan]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.65-73
<![CDATA[The purpose of this research was to identify the types of conjunctions used in students’ RAs (RAs) and TEFLIN journal articles (JAs). The design of this research was descriptive comparative method. The object of this study was 13 research articles written by S1 students of English Department of Education Faculty in University of Bengkulu graduated in 2015 and 2 TEFLIN journal articles which were published in 2015. The instrument used in this research was check-list and the data were collected by using documentation method. To analyze the data, the quantitative method, including statistical and descriptive analysis, was applied. The result of this research showed that the most common conjunction used in students’ RAs was and (42.98%) with subordinating conjunctions (61.74%) as the, while the most common conjunction used in TEFLIN JAs was that (36.66%). In addition, the most frequent type of conjunctions used in students’ RAs was coordinating conjunctions (56.11%), while the most frequent type of conjunctions used in TEFLIN JAs was subordinating conjunctions (61.74%). There was a significant difference between those two groups.]]>
<![CDATA[A STUDY OF DISCOURSE MARKERS USED IN THE THESES BACKGROUND WRITTEN BY THE STUDENTS OF ENGLISH DEPARTMENT OF BENGKULU UNIVERSITY (ACADEMIC YEAR DECEMBER 2016) ]]>
<![CDATA[Dio Adewibowo]]>;
<![CDATA[Imranuddin .]]>;
<![CDATA[Azwandi .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.2.3.89-97
<![CDATA[This research was aimed at finding the types of Discourse Markers used by the students and investigating the accuracy of Discourse Markers by the students of English Education Study program graduated in December 2016 at the University of Bengkulu. This research was a descriptive study. The subjects in this research were 10 theses background from the students of English Education Study Program who graduated in December 2016. The result of this research shows that there were four types of Discourse Markers used by the students based on Bruce Fraser’s theory such as Inferential markers, temporal markers, elaborative markers and contrastive markers. The most dominant marker used by the students was Inferential markers with 42%. This research also found that the most accurate marker used was Temporal markers with 78.57% and the lowest accurate marker was Elaborative markers with 52.17%.]]>
<![CDATA[AN ANALYSIS OF WORD FORMATION ENCOUNTERED IN MEDICAL TERMS IN THE JAKARTA POST’S ARTICLES ]]>
<![CDATA[Nurlin Triwahyuni]]>;
<![CDATA[Imranuddin .]]>;
<![CDATA[Zahrida .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.2.2.93-102
<![CDATA[The aim of this research was to find out the types of word formation in medical terms in The Jakarta Post’s health articles. This research was designed as a descriptive qualitative research. The population of this research was all medical terms in The Jakarta Post newspaper. The sample of this research was medical terms found in seven health articles in The Jakarta Post newspaper which published from June until December 2016. Documentation was used as main instrument in this research. There were 10 types of word formation by Yule (2010). The result of this study showed, there are 55 data of derivation, 20 data of compounding, 16 data of borrowing, 11 data of acronym, 2 data of clipping, and one data of backformation. It can be concluded, there are six types of word formation were found in seven health articles. Further, there is no coinage, blending, conversion, and multiple processes were found in medical terms in seven health articles in The Jakarta Post’s newspapers.]]>
<![CDATA[A COMPARATIVE STUDY ON INTROVERT AND EXTROVERT STUDENTS PERSONALITY IN ENGLISH LISTENING SCORES ]]>
<![CDATA[Yessi Travolta]]>;
<![CDATA[Mulyadi .]]>;
<![CDATA[Imranuddin .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.2.2.9-19
<![CDATA[The objectives of this research were to investigate whether there were any significant differences between introvert and extrovert students on their listening score and to find out which of the students who have better in English listening scores. This research was a descriptive comparative research. The samples of this research were 66 students consisting of 33 introvert students and 33 extrovert students at the fourth semester students of English education study program in Bengkulu University. The instruments of this research were personality questionnaire by Laney (2002) was used to determine the introvert and extrovert personality, and TOEIC Listening simulation was used to find out the students’ listening scores. The researcher used SPSS Independent Group t-test with significant level 0.05. The result of the analysis indicated that Sig. P (2-tailed) was 0.003 > 0.05. Furthermore, the computation showed that the mean score of introvert was 364.39, and the mean score of extrovert was 322.12. Therefore, the mean score of introvert group was higher than extrovert group. It could be concluded that the results of the research were: (1) There was significant difference between introvert and extrovert students on their English listening scores, (2) The introvert students have better in English listening score than the extrovert students.]]>
<![CDATA[Discourse Markers in Argumentative Essay by the English Education Study Program’s Students of Universitas Bengkulu: A Cross-sectional Study ]]>
<![CDATA[Khamidah Nurman]]>;
<![CDATA[Safnil Arsyad]]>;
<![CDATA[Zahrida -]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.1.29-41
<![CDATA[This research is aimed to find the most frequent type of discourse markers used in the argumentative essay and the differences in its use written by the first, third, and fifth semester students of English Education study program of Universitas Bengkulu. The documentation technique and checklist are used in this research. Thirty two argumentative essays written by English Education Study Program’s students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. The results showed that the most frequent type of discourse markers used by English Education students is additive markers (58%). And the students have different amount of discourse markers in their writing where the third semester students used more discourse markers than the other two group of students (148). It is highly encouraged for English Education instructors to take teaching discourse markers specifically into account. It is also suggested for future researchers to further analyze the correct use of discourse markers in the argumentative essay written by English Education Study Program students of Universitas Bengkulu.]]>
<![CDATA[LEARNERS’ NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES OF CULINARY DEPARTMENT STUDENTS AT SMKN 3 KOTA BENGKULU ]]>
<![CDATA[Annisa Ayutami]]>;
<![CDATA[Alamsyah Harahap]]>;
<![CDATA[Syahrial .]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.2.1.13-21
<![CDATA[The design of this research is qualitative descriptive research. The purposes of this research are first to analyze the English learning needs of students in Culinary Department and second to identify what are the needs that not available in the textbook used. The subjects of this research are first the students of SMKN 3 Bengkulu 10th grade, second the English teachers who teach at the Culinary department, third alumni of Culinary department, and fourth the English language users in the field of Culinary. In this study, researchers used the needs analysis to find what are the needs and wants of students in learning English. The instruments that used in this study are questionnaires, interview questionnaires, and textbooks used in English language learning. The result of the research indicates that the students' English needs is the learning material according to their vocation and the activity that can make the students more active in the learning process. For unavailable needs are including the materials that contain more vocabulary related to culinary, text examples and tasks to suit students' abilities, and learning activities that can make students more active. ]]>
<![CDATA[SLIPS OF THE TONGUE MADE BY THE ENGLISH STUDY PROGRAM STUDENTS ]]>
<![CDATA[Tri Ayu S. Naibaho]]>;
<![CDATA[Mazrul Aziz]]>;
<![CDATA[Barnabas Sembiring]]>
<![CDATA[ Journal of English Education and Teaching Vol 2, No 4 (2018) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.2.4.32-41
<![CDATA[The purpose of this research is to identify the types of slip of the tongue made by English Education Study Program students of Bengkulu University in their proposal seminar presentation and to identify the dominant type of slip of the tongue made by English Education Study Program students of Bengkulu University in their proposal seminar presentation. The samples of this study were 5 Students English Education Study Program students of Bengkulu University who carry out seminars of each student proposal on February 23rd, 2018 and on April 27th, 2018. The instrument used in this research was the writer herself. The data were collected by using documentary method. To analyze the data, the qualitative and quantitative methods were applied. The results of this research show that there are 60 data which are taken from the proposal seminar presentation of English students. In those data there are 6 of 8 types of slip of the tongue found in students’ presentation; Anticipation, Perseveration, Exchange, Substitution, Addition and Deletion. The dominant type occurred was Substitution]]>
<![CDATA[SUBJECT-VERB AGREEMENT ERRORS MADE BY SIXTH SEMESTER ENGLISH EDUCATION STUDENTS ]]>
<![CDATA[Eki Putra Hidayatullah]]>;
<![CDATA[Syarial . .]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ Journal of English Education and Teaching Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.1.1.21-34
<![CDATA[This resarch used descriptive quantitative method. This research aimed to find out subject- verb agreement errors made by sixth semester Engllish Education students of Universitas Bengkulu and to find out the possible causes of the errors. The samples of this research were sixth semester English Education students of Universitas Bengkulu in 2016/2017 academic year. The data were collected by conducting writing. The results of the data were analyzed descriptively by using Surface Strategy Taxonomy by Dulay et al (1982) to analyze the types of errors and theory of causes of errors by Richards (1974) to analyze the causes of errors. The result shows that there were 3 types of subject-verb agreement errors found in students’ essays. The errors were omission (49 %), addition (25 %) and misinformation (26 %). Another result shows that there were 2 possible causes of subject-verb agreement errors in this research. They were interlingual errors (2 %) and intralingual & developmental errors (98 %).]]>
<![CDATA[THE ANALYSIS OF THE PROPORTION OF LANGUAGE SKILLS IN ENGLISH TEXTBOOK GRADE XI PUBLISHED BY KEMENDIKBUD 2014 ]]>
<![CDATA[Wulandari, Yuni]]>;
<![CDATA[Damayanti, Indah]]>;
<![CDATA[Harahap, Alamsyah]]>
<![CDATA[ Journal of English Education and Teaching Vol. 2 No. 3 (2018) ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.2.3.40-49
<![CDATA[This study analyzed the proportion of language skills in English textbook using descriptive quantitative method. This study aimed to find out the proportion of language skills in English textbook grade XI published by Kemendikbud 2014, and to find out the suitability of language skills in English textbook grade XI published by Kemendikbud 2014 and the goal of English subject's syllabus for Senior High School. The object of this research was English textbook for grade XI (Senior High School) published by Kemendikbud 2014 (1st and 2nd semester). The instrument used was evaluation checklist to collect the data about the proportion of language skills. The result showed that the textbook focuses more on writing skills (35%), grammar (32%), speaking (25%), reading (7%), and listening had the lowest proportion of (1%). The result of the evaluation showed that this textbook represent the writing skill that integrated with other skills. This textbook has the appropriate proportion on two skills (writing and speaking) however, it has inappropriate proportion on other two skills (listening and reading).]]>
