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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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Application of English Language Learning to Children Based on Digital Media Mulyadi, Ahmad Iman; Putri, Intan; Puspita, Hilda
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.8.3.663-677

Abstract

Digital-based learning is carried out to help the process of English communication interaction between teachers and students. To achieve learning goals and increase learning outcomes. Teachers must be able to develop ideas in creating learning media. In this case, the use of digital-based learning media such as using animated video images and audio as intermediaries to convey learning material. This research describes how to apply digital media-based English language learning to children. The research method is qualitative research by conducting interviews, observation and documentation. The research results show that digital learning media can increase children's participation in learning English. Attractive digital-based learning media can empower children and develop children's imagination when learning English. In this case, it can be concluded that learning English by applying digital media as a learning medium can increase children's participation, however there are several challenges related to access and digital skills of teachers that need to be improved to optimize the English teaching process
Integrating AI in Project-Based Learning for Differentiated English Language Instruction: A Scoping Review Arqam, Arqam; Asrifan, Andi
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.8.3.586-608

Abstract

This scoping study examines the integration of Artificial Intelligence (AI) in Project-Based Learning (PBL) for diversified English language training and its benefits, drawbacks, and trends. Arksey and O'Malley's approach and PRISMA-ScR systematically review peer-reviewed articles from the last decade from Google Scholar, Scopus, ERIC, DOAJ, PubMed, and Science Direct. A complete literature search, inclusion-based selection, data extraction, and thematic analysis are used. AI can improve PBL by offering individualized learning, real-time feedback, and immersive learning settings. Intelligent virtual assistants, smart grading systems, and adaptive learning technologies provide personalized instruction that improves learning results and inclusivity. However, the analysis also notes ethical issues connected to data privacy and algorithmic biases and the need for teacher training to use AI in schools effectively. Despite these obstacles, AI in PBL can transform English language instruction by encouraging critical thinking, cooperation, and communication. This scoping review concludes that AI in PBL can transform differentiated English language instruction. To fully realize the benefits of AI-integrated PBL and improve English language learning for all students, research and innovation must continue.
Psychological Values in The Film Layangan Putus by Mommy Eka Nur Prasetyawati Contribution in Teaching Literature in High School Surismiati, Surismiati; Supriatini, Supriatini; Ismail, Gunawan; Mustopa, Mustopa; Holipah, Holipah
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.8.3.609-631

Abstract

The background of the problem in this research is how the structural aspects of the film Layangan Putus include themes, characterization and characterization, the conflict in the film Layangan Putus and what are the psychologic values in the film Layangan Putus by Mommy Eka Nur Prasetyawati. This study aims to describe structural aspects including themes, characterizations and characterizations, conflicts in Mommy Eka Nur Prasetyawati's Layangan Putus film and to describe psychological values in Mommy Eka Nur Prasetyawati's Layangan Putus film. This type of research is qualitative research and uses descriptive methods. The research data is in the form of sentences, paragraphs, which develop psychological values in the film Layangan Disconnect by Mommy Eka Nur Prasetyawati. The data collection technique in this study, namely, the data collection technique in this study was a literature study technique, namely a technique that uses written sources to obtain data. Researchers analyzed the data by reading the Layangan Putus film as a whole and repeatedly per episode to understand the contents of the film, making a synopsis of the Layangan Putus film to provide an overall picture of the story for both researchers and readers, analyzing per episode the psychological values contained in the film. Layagan Putus, classifying psychological values in Layagan Putus film, describing psychological values in Layagan Putus film, concluding the psychological values in Layagan Putus film and the implications for learning in high school. The conclusion from the analysis of the Putus Layangan Film by Mommy Eka Nur Prasetyawati is that there are several psychological values, namely Developmental psychology includes 3 scenes in episode 10B, episode 2A and episode 2B, Social psychology includes 3 scenes in episode 10B, episode 3A and episode 9B, Educational psychology includes 3 scenes in episode 10B and episode 2A, personality psychology and typology includes 1 scene in episode 4B, psychopathology includes 3 scenes in episode 6B and episode 8B, differential psychology and psychodiognostic includes 3 scenes in episode 10B, episode 9A and episode 3A, criminal psychology includes 3 scenes in episode 9B, episode 8A and episode 8A, Parapsychology includes 2 scenes in episode 9B and episode 3B, Comparative psychology includes 3 scenes in episode 4A, episode 1B and episode 10A, Adjustment psychology includes 3 scenes in episode 10B, episode 10A and 10B episodes.
The Enhancement of Students’ Speaking Skills through Project-Based Learning in Non-Formal Education Hidayati, Dini; Siahaan, Leroy Holman; Andriani, Novi; Putri , Firsta Malyda
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.8.3.552-568

Abstract

This study examines how Project-Based Learning (PBL) improves speaking skills in Paket C students at PKBM Kota Bekasi, an Indonesian non-formal education institution. This research aims to design and deploy customised PBL materials for these children and evaluate their effectiveness in boosting student involvement, communication, and speaking proficiency. To assess PBL's impact, the study uses mixed methods, including qualitative and quantitative methods. Fluency, coherence, and pronunciation improvements are assessed pre- and post-intervention to acquire quantitative data. Student interviews, classroom observations, and professional evaluations provide qualitative insights into student involvement and motivation. PBL greatly improves pupils' speaking fluency, coherence, and pronunciation. Students are more motivated and engaged in learning than using traditional approaches. PBL's interactive and collaborative character creates a dynamic learning environment that fosters active engagement and language skill application. However, the report also finds significant PBL implementation problems. These include restricted technology resources, which affects project delivery and execution, and the necessity for educators to change their teaching practices to enable PBL. Positive results imply that PBL may be an effective pedagogical technique for resolving educational gaps in non-formal settings, despite these challenges. The research shows educators and policymakers that PBL can improve non-formal education learning. Future study should design cost-effective PBL models that handle resource constraints and examine PBL's long-term effects on students' academic and professional growth. Keywords: Curriculum Development, Paket C, PKBM, Project-Based Learning, Speaking Skills
Development of QR Code-Based Digital Learning Media to Improve Students’ English Speaking Skill Kasmaini, Kasmaini; Zahrida, Zahrida; Kristiawan, Muhammad; Danim, Sudarwan
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.8.3.697-716

Abstract

This research is entitled Development of Digital Learning Media Based qr code (quick response) to improve the English Speaking Skills of English Language Education Study Program students FKIP Universitas Bengkulu. The population of this study is students in semester III (grades A and C) of the English language education study program FKIP UNIB. This is development research that produces digital learning media in academic speaking courses that use QR Code. There are a wide variety of QR shapes and colors used. The files included are videos, pdfs, and ms words.   The development of this teaching material uses a model ADDIE (Analysis, Design, Development, Implementation and Evaluation) developed by Dick and Carrey in 1996. The teaching materials developed are designed based on the syllabus used in this course. There are seven themes in this teaching material which are carried out for 14 meetings.
EFL Students’ Perspective on Language Cross-study: - Arjulayana, Arjulayana; Rohimah, Elsa; Kintamani, Suci; Hidayah, Siti Nur; Ramadhan, Intan Rizqi
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.8.3.717-734

Abstract

Cross-study is an important activity to improve the quality of education and infrastructure in educational institutions with the aim of adding insight and knowledge that will be applied in the future to be better. it also provides an opportunity for students to experience different atmospheres and learning methods, as well as for students to have the passion and enthusiasm in gaining quality learning ways, especially in English, and create new relationships between students of muhamadiyah university. This study is aimed to explore student’s perceptions of cross-language study in educational contexts. The methode of this research is qualitative descriptive By involving 42 students as respondents, the data collection through a survey and interview which included several questions related to the benefits of cross-language study. The research results show that 98% of the majority respondents have a very positive perception of the benefits of cross-language studies as the representation of social interaction in digital age. They consider cross-language study have a significant impact on their personal and students language improvements, such as listening, and speaking, as well as broadening their understanding of linguistics and cultural diversity. These results demonstrate the importance of cross- language education in increasing understanding of cultural and linguistic diversity, as well as preparing students for future global challenges.
EFL Students Ability in Differentiating English Homophone Fermadi, Bayu; Kurniawan, Ildi; Lubis, Azhar Aziz
Journal of English Education and Teaching Vol. 8 No. 4 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.4.816-830

Abstract

Homophones are when one or two written forms share the same pronunciation. Homophones often cause difficulties for students, especially for EFL students in listening skills because these words can be mistaken by students in listening because the word had same pronunciation. From this phenomenon, this study wanted to see the ability of students to differentiate homophones. This research design is descriptive research. In this research the population is the fifth-semester student of English education Department the researchers choose this population because this population had passed the listening class. The sample in this research used Cluster Sampling. There are 30 students selected as the sample of the research. The data was taken from a listening test with 30 items of question. Based on the analysis of the students’ results it is found that the overall score of the students was quite diverse. The test results indicated that students' ability to Differentiate homophones test was very good. This can be seen from the result from the test and overall score from most students got a very good predicate from the results of classifying scores using a score interval. From the findings above researchers had concluded that student’s ability in differentiating English homophone is very good.
Sasaq Local Wisdom-Based ELT Materials in Improving Intercultural Competences and Speaking Skills as Pancasila Learners’ Profiles Reformana, Gusti Bagus Adri Yogha; Haerazi, Haerazi; Irawan, Lalu Ari
Journal of English Education and Teaching Vol. 8 No. 4 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.4.764-782

Abstract

This study investigates the effectiveness of English Language Teaching (ELT) materials incorporating Sasak local wisdom in enhancing learners' intercultural competence and speaking skills, aligning with the Pancasila learners' profiles. The research adopts a mixed-method concurrent embedded design, combining both quantitative and qualitative approaches. The experimental aspect utilizes a pretest-posttest control group design, where learners' speaking skills and intercultural competence are assessed before and after the implementation of the local wisdom-based materials. Quantitative data were analyzed using statistical methods, while qualitative data from learner feedback and observations were analyzed thematically. The findings reveal that integrating Sasak local wisdom into ELT materials significantly enhances learners’ communication skills, particularly in speaking classes. The cultural relevance of the materials engages students more deeply, allowing them to relate to the content and express themselves more fluently. Additionally, learners demonstrate improved intercultural competence, gaining a broader understanding of both local and global cultures. Learner feedback highlights the positive impact of cultural integration, with many students expressing that the materials’ relatability fosters a more enjoyable and meaningful learning experience. The implications of these findings suggest that local culture-based ELT materials should be more widely incorporated into EFL curricula to create engaging, culturally relevant learning environments. This approach not only improves language proficiency but also fosters intercultural awareness, preparing learners to navigate cross-cultural communication more effectively. Integrating local cultural elements in the curriculum enriches learners’ language learning experience and promotes a more inclusive, globally informed perspective.
Revealing English Teachers’ Views of Digital Technology Integration at Vocational Universities Pratiwi, Damar Isti; Waluyo, Budi
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.8.3.749-763

Abstract

Previous research has validated teachers' positive attitudes toward incorporating digital technology into general English classes, but little research has been undertaken in vocational universities, where English is classified as English for Specific Purposes. As a response, this study explored vocational university teachers’ perceptions of integrating digital technology in teaching English by considering years of teaching experience. Framed by a mixed-method research design with surveys and interviews, it engaged 120 vocational university teachers in Indonesia. Quantitative data were examined using descriptive statistics, paired-sample t-tests, and one-way ANOVA, while thematic analysis was applied to qualitative data. The analysis showed that 66.5% teachers perceived advantageously toward digital technology integration in the teaching of English to vocational university students. The findings disclosed that most participants perceived digital technology integration positively in terms of helping teachers teach English, increasing teachers’ creativity, assisting students in learning English, and supporting teachers’ professional development. Yet, 25% of the participants stated they were neutral, while 8.5% disagreed with the majority. It might be caused by challenges that still arose during technology integration in EFL classes. Further, there were no significant differences in statistical analysis comparing the teachers’ perception based on teaching experience. Several suggestions for teachers, vocational institutions, and educational policymakers were presented to shed light on vocational teachers’ professional development, which could improve the vocational education system.
Reflective Journal on Pre-Service English Teachers’ Practicum Teaching Fitria, Wahyuni; Faizah, Nurul; Saijun, Saijun
Journal of English Education and Teaching Vol. 8 No. 4 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.4.798-815

Abstract

Reflective practice is illustrated in how instructional strategies are organized, developed, implemented, and evaluated by pre-service teachers, while assessments are utilized to offer feedback to educators, supporting the maintenance or enhancement of their pedagogical methods. By participating in reflective practices, pre-service teachers' understanding and appreciation of the inherent value and passion of teaching can be deepened, which subsequently becomes visible in their professional behavior. This study examined the perceptions of pre-service English teachers regarding their experiences with reflective journaling during their teaching practicum. A qualitative approach was employed, utilizing a case study design, with data collected from ten pre-service English teachers at an Islamic public university in Jambi, consisting of eight female and two male students. Data were gathered through interviews and analyzed using an open coding method. The findings suggest that pre-service teachers primarily reflected on their classroom teaching abilities, particularly focusing on the technical aspects of teaching practice. Moreover, the SWIS (Strengths, Weaknesses, and Suggestions for Improvement in Teaching) framework was identified as a key advantage of journal reflection.

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