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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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Exploring English Teachers' Attitudes Toward Technology-Supported Reflection in Professional Development Nufus, Tatu Zakiyatun; Mahmud, Ade
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.8.4.783-797

Abstract

This study explores English teachers' attitudes toward technology-supported reflection in professional development, focusing on its role in fostering deeper engagement with the new teaching methods. The research addresses the issue of limited sustained reflection in professional development programs, which often undermines long-term teacher growth. The study aims to understand how integrating tools such as Padlet and Google Doc into reflective practices influences teachers' attitudes and enhances their professional development experiences. Using a qualitative case study design, ten English teachers were purposively selected based on their successful completion of assigned tasks during a one-month online professional development program centered on new teaching methods. Data were collected through semi-structured interviews, reflective journals, and observations of the teachers’ interactions with the technology tools provided for reflection. Findings revealed that most participants held positive attitudes toward technology-supported reflection, citing its convenience, ability to provide immediate feedback, and facilitation of collaborative discussions. However, some expressed challenges, including technical issues and initial resistance to adapting to digital tools. The study highlights the potential of technology to make reflective practices more engaging and practical for teachers. Implications suggest that professional development programs should integrate user-friendly technology to foster reflective practices, ultimately enhancing teaching efficacy and teacher satisfaction.
INNOVATIVE COURSE LECTURE IN CREATIVE ARTS: A PROJECT-BASED LEARNING (PjBL 4.0) ENRICHING 4CS COMPETENCIES Saragih, Bahagia; Dewi, Nora Ronita; Isdianto, M. Eko
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.8.4.831-860

Abstract

This research is an exploration into the development and impact of innovative teaching materials in the field of Creative Arts, with a particular focus on Project-Based Learning (PBL) as a pedagogical approach that enhances the cultivation of 4Cs competencies: Critical Thinking, Communication, Collaboration, and Creativity among students. This study rigorously adheres to the systematic Research and Development (R&D) model by Borg and Gall, comprising six iterative stages, namely, problem identification, needs assessment, development of materials, and validation by experts, revision, and final product creation. The targeted population for this study consists of 25 students in the 5th semester enrolled in the Creative Arts in ELT course at Universitas Negeri Medan. The research underscores the significance of PjBL as a transformative method to boost student motivation, engagement, and overall academic performance. The comprehensive needs assessment and expert validation demonstrate that the developed materials effectively promote the development of 4Cs competencies. This research goes beyond addressing specific student needs; it also revitalizes the learning journey while nurturing vital 21st-century skills. In essence, it offers a blueprint for effective teaching material development, enriching the educational landscape and meeting the evolving demands of modern education. The results of this study showcase the successful creation of innovative teaching materials that are designed to elevate the students' learning experiences and bolster their 4Cs competencies.
Innovative E-Module for Poetry: Enhancing Reading Skills in High School Student Andika, Reta; Arono, Arono; Trianto, Agus
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.1-23

Abstract

Various innovations in current learning are still less able to improve the quality of learning including in the development of teaching materials in the form of modules. Therefore, this research was conducted in research and development of teaching materials as an effort to develop a product for use. The purpose of this study was designed to describe the results of the needs analysis, design, implementation, and evaluation of teaching materials for class X. This study is a Research and Development (R&D) study with the ADDIE development model which includes five stages, namely (1) product analysis; (2) product design; (3) product development; (4) product implementation; and (5) product evaluation. The results of the research on the development of e-module poetry reading teaching materials show that the needs of students and teachers for poetry teaching materials in the form of e-modules are very necessary in supporting and improving the quality of poetry reading learning. The development design is in the form of an initial section starting from the book cover to the table of contents, then the learning activity section contains learning activities in training and guiding students in poetry reading activities, and the closing section is evaluation. The development of this teaching material has been tested by experts in terms of language, design, and material with practical and valid results (0.75) teaching materials are ready to be used by students. Product implementation is carried out on students by looking at student responses to the teaching materials used which are practical and ready to be used. Evaluation of teaching materials is used through the results of the initial trial and final trial of learning in poetry reading learning (t-count > t-table or 4.59 > 1.70).
Developing A 4C-Based English Supplementary Material: A Balinese Tourism Vocational School Context Utami , IGA. Lokita Purnamika; Widiastuti, Ida Ayu Made Sri
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.40-60

Abstract

Currently, English teaching and learning in vocational high schools increasingly incorporates 4C skills—critical thinking, communication, collaboration, and creativity—into the teaching and learning process. The study aims to outline the development of English supplementary materials for eleventh-grade tourism service business students at a state vocational school in Bali, and assess the quality of these materials. Conducted as Design and Development (D&D) research, the study follows the ADDE (Analysis, Design, Development, and Evaluation) model. Utilizing various instruments such as observation sheets, interview guides, syllabus analysis matrices, supplementary material blueprints, resource sheets, and judgment rubrics, the research identified a seven-step development process: (1) material identification; (2) activity identification for 4C skills reinforcement; (3) element and picture sourcing; (4) Activity integration with Engaging Platforms; (5) combination of materials, activities, and elements into book content; (6) book cover design; and (7) layout finalization. The developed product was rated as "excellent" by two experts, and both teachers and students found the supplementary materials effective in enhancing 4C skills. The findings imply that well-structured supplementary materials can foster essential 21st-century skills among students. Moreover, this study shows that the incorporation of 4C skills into English supplementary materials potentially enhances not only students' language proficiency but also critical thinking abilities.
The Application of Consciousness Raising Activities in Senior High School English Textbooks Burhansyah, Burhansyah; Samad, Iskandar Abdul; Mahmud, Masrizal
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.24-39

Abstract

This research project explores the application of Consciousness Raising (henceforth C-R) activities in senior high school English textbooks, focusing on their presence and extent of implementation. C-R activities are instructional strategies that encourage learners to develop an explicit understanding of language structures rather than simply memorizing rules. This study seeks to determine whether such activities have been integrated into high school English textbooks and, if so, to what extent they are applied throughout the lessons.  The study employs a content analysis research method to systematically examine the inclusion of C-R activities within selected English textbooks used at the high school level. The analysis focuses specifically on the grammar lessons, identifying patterns in how C-R activities are incorporated into the instructional design. The findings indicate that all three textbooks examined consistently integrate C-R activities within their grammar lessons. Notably, these activities are most prominently featured in the Presentation stages of the lessons, where students are introduced to new grammatical structures. This suggests that the textbooks emphasize explicit awareness of grammar rules through structured exercises and discovery-based learning approaches.
Persuasive Language in A Tourism Video: A Genre Analysis Anisah, Anisah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.149-160

Abstract

Having a long and painful history and current controversy of sharia law implementation, Aceh is massively rebranding its tourism marketing to attract tourists. As the local government holds the control to rebrand the image of this controversial province, this paper aims to analyze the tourism video genre. This is a qualitative study analyzing a tourism video entitled “The Light of Aceh.” To select the data, purposeful sampling was used. The data was obtained from the official Aceh government Youtube Channel. To collect the data, observation sheet was used. As this video is narrated in a persuasive language, this study adopts Bhatia’s approach of genre analysis focusing solely on three stages of linguistic analysis, namely lexical and grammatical characteristics, pattern of the text, and structural strategies. Also additional information was gained from interviewing a former active member of tourism organization. The results on the linguistic analysis show that the narrative on the video delivers the emotional massages that Aceh has wonderful landscapes, a wonderful story to tell and experience, safe for tourists to visit as people are portrayed as kind, welcoming, and harmonious. Some persuasive suggestions and unique rhetorical question are also evidenced in the results. Whilst the results of the interview uncover that the purpose of the video is to rebrand Aceh tourism to become ‘more Aceh’ and the main target of the video is foreign Muslim tourists.
Figurative Language Analysis in Devil May Cry V Original Soundtrack Wijaya, Abraham Louise; Sukesi, Erni; Damayanti, Indah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.161-171

Abstract

This research aimed to find figurative language items from 12 types of figurative language from the source material in 4 different character theme songs. This research implements the qualitative research methods by collecting the data through the triangulation method and inductive data analysis which is based on Sugiyono's (2015). The data findings were collected through the song lyrics while taking note of the samples in the lyrics text and anatomizing differences in figurative type from the media finally, they were sorted into the checklist table to simplify the findings and classify types of figurative that are being used. The results showed that: 1) the number of figurative that are being used in 12 different figurative language types is 126 items with the first song having 45 items, the second song having 19 items, the third song has 40 items, and lastly the fourth song has 22 items. 2) from the first song to the fourth song there are similes with 1 item, personification with 21 items, metonymy with 19 items, apostrophe with 12 items, hyperbole with 26 items, synecdoche with 13, irony with 7 items, oxymoron with 10 items, antithesis with 6 items, alliteration with 8 items, and lastly paradox with 3 items. 3) the most used figurative language type in four songs is Hyperbole, which consists of 26 items. The fewest figurative language types used are similes with 1 item and can only be found in the first song. However, there is one figurative language type that is not included which is a metaphor.
Does 7E Cycle Model Improve Learning Environment? Evidence from Popular Fiction Classes Andriadi, Andriadi; Arono, Arono; Yunita, Wisma; Zasrianita, Fera; Nadrah, Nadrah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.68-93

Abstract

The cultivation of 21st-century competencies within a constructivist learning environment opens avenues for students to discover their distinct strengths. Unfortunately, educators frequently neglect effective teaching models, hindering the creation of an ideal learning environment in literary education. This study examined how the 7E Learning Cycle Model impacts student performance in Popular Fiction classes. Additionally, it sought to uncover challenges faced by instructors teaching the Popular Fiction course and explore how they employ the 7E model to establish a conducive learning environment, ensuring successful outcomes in Popular Fiction classes. This study adopted Classroom Action Research. Data gathered through popular fiction analysis test, interview, observation, peer assessment, and other relevant documents. The study was conducted in the English Language Education Study Program of UIN Fatmawati Sukarno Bengkulu. 39 third semester students actively involved in seven week-learning popular fictions by using 7E Cycle Model. The research demonstrated notable improvements in Cycle I and Cycle II, with post-test scores rising from an average pre-test score of 63.23 to 79.59. In Cycle II, 82.01% of students achieved "Good" and "Very Good" ratings, indicating substantial progress. Positive outcomes encompassed active engagement, collaboration, independent knowledge construction, skill development, profound understanding, heightened critical thinking, and real-life context application. These results fostered sustained interest and motivation in the continuous learning cycle. Pedagogically, the study recommends the ongoing integration of the 7E Learning Model into the Popular Fiction curriculum, refining collaborative learning, and integrating technology for enhanced teaching effectiveness while addressing any limitations.
AI’s Functions and Influences Among University Students in Indonesian Context Maryansyah , Yupika; Badeni, Badeni; Masito, Fitri
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.128-148

Abstract

This study explores functions and influences of artificial intelligence (AI) in English language learning among English education and non-English education students. Using semi-structured interviews with 36 students from four universities in Bengkulu, Indonesia, and analyzed through Interpretative Phenomenological Analysis (IPA), the study identifies five key functions of AI: learning booster, flexible learning assistant, personal learning source, virtual teacher, and instant problem solver. Both groups shared similar views on the first three functions, while English education students emphasized AI as a virtual teacher, and non-English education students saw it more as an instant problem solver. Four influence themes emerged: acceleration of English mastery, increased learning motivation, reduced desire for face-to-face conversation, and growing dependency on AI tools. Both groups agreed on the first two, but differed on the latter, English education students noted reduced face-to-face interaction, while non-English education students highlighted dependency on AI. The findings stress the importance of balancing AI use with human interaction to support comprehensive language learning.
A Linguistic Analysis of Verbal Phrase Construction in Totto-Chan: The Little Girl at the Window Kusmiarti, Reni; Yuniarti, Ira; Rustinar, Eli; Wihnata, Andre; Anugrah, Trisna
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.94-109

Abstract

Nominal phrases are important elements in grammar that form sentence structures. In linguistic studies, the analysis of verb phrase construction is important to understand the author's language style and convey the meaning of a text. This study aims to identify the construction of verb phrases in the novel Totto-Chan: The Little Girl at the Window by Tetsuko Kuroyanagi using a linguistic approach. This research uses a qualitative descriptive method. Data were collected through text analysis on sentences containing verb phrases, the data source is the novel Totto-Chan: The Little Girl at the Window by Tetsuko Kuroyanagi. The data were analyzed using the documentation technique, namely by reading and identifying sentences containing verb phrases in the novel. Each verb phrase found was recorded and categorized based on its type. After the data was collected, the verb phrases were classified based on their construction. The data that has been classified is then analyzed using syntactic theory to identify the construction of verb phrases and then interpreted to understand the construction of verb phrases in building the narrative of the story. Then draw conclusions based on the findings. The research found two types of main phrase construction, namely coordinative phrases 161 data, and subordinative phrases 350 data with several types of subordinative phrases, namely subordinative verbal phrases structured Adv + V as much as 198 data, subordinative verbal phrases structured V + Adv 57 data, subordinative verbal phrases structured V + N 71 data, subordinative verbal phrases structured V + A 24 data.

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