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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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The Use of AI Generative Feedback in Writing Theses for 8th-Semester Students English Education Study Program at the University of Bengkulu Fradesta, Monica; Novita, Eka; Rosanda, Perti
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.480-490

Abstract

Thesis writing in higher education poses a significant challenge for many students. With the rapid advancement of Artificial Intelligence (AI), students have begun using AI tools, particularly to obtain feedback during the writing process. This study investigates how AI-generated feedback is utilized in thesis writing and explores students’ perceptions of its effectiveness. Six eighth-semester students from the English Education Study Program at the University of Bengkulu were selected using criterion sampling. A qualitative phenomenological design was adopted, and data were collected through semi-structured interviews and documentation. Thematic analysis revealed that students used Chat GPT as their primary tool and engaged in three main activities: requesting, receiving, and responding to feedback. Participants reported that the feedback was generally helpful in improving the quality of their thesis writing, especially in terms of clarity, coherence, and self-revision. However, concerns regarding the relevance and accuracy of the feedback prompted them to verify it through self-evaluation, discussions with peers, or consultations with their supervisors. Despite its limitations, AI-generated feedback was perceived as a valuable support tool that enhanced students' autonomy and writing development. This suggests that while AI cannot fully replace human feedback, it can significantly contribute to the academic writing process by fostering independent learning and revision.
English Teachers’ Challenges and Strategies in Teaching Deaf Students in Bengkulu City Felisia, Renata Artha; Kasmaini, Kasmaini; Sukesi, Erni
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.637-648

Abstract

English teachers can have unique challenges in teaching English to deaf students. They need to utilize special strategies and resources. Gaining insight about the teachers’ challenges and strategies in teaching English for deaf students is important to enhance English language education for deaf learners. This research is intended to find the challenges of English teachers in teaching deaf students, besides to find out the strategies practiced by English teachers to overcome the challenges. The design was a qualitative research design. The data for this study were obtained from classroom observations and interviews conducted in-depth with two English teachers from two special schools (SLBN) located in Bengkulu City. The instruments were an observation sheet and an interview guidance. The results also show that teachers faced various challenges, including adapting the teaching material, encountering communication barriers and maintaining the motivation of the students. They used visual aids, interactive media, clear nonverbal communication, and student-centered approaches to overcome these challenges. The study also highlighted that resource limitation and the variety of sign language systems impacted the effectiveness of teaching. Deaf students face great challenges and English teachers use a wide range of effective strategies to overcome them. The outcome underscores the value of visual, interactive and relational pedagogies. It is important to better understand these issues in other contexts and with a greater diversity of disability.
Bridging Vocational Students’ Needs and Industry Demands: Designing Authentic English Learning Materials for Hotel Services Alhusna, Asma; Suparmi, Suparmi
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.515-533

Abstract

The hotel industry’s demands on graduates from the hotel department in vocational school are high. However, graduates’ communication skills using English are still low because imbalance between English learning materials and workplace realities. This study aims to identify the needs of authentic English learning materials that align with industry language expectations. This explanatory sequential mixed-method design involved 62 hotel department students, 5 English teachers, and five hotel stakeholders in Padang, Indonesia. Questionnaires, interview guidelines, and focus group discussions (FGDs) were used to gather the quantitative and qualitative data. The quantitative data were analyzed using descriptive statistics, while the thematic analysis was used for qualitative data. The results of this study indicate that both oral (e.g., greeting guests, managing complaints, and handling reservations) and written communication (e.g., confirmation emails and service reports) were highly prioritized for the hotel industry. Additionally, the vital authentic resources needed to be learned by students included reservation forms, brochures, guest service videos, and business emails. These findings highlight that teachers need to foster student engagement and professional competence by shifting from textbook-based to real-task-driven approaches to teach English in the hotel department of vocational schools.
EFL Students’ Perception on the Use of Spotify to Enhance English Pronunciation Sari, Oktia Puspita; Syafryadin, Syafryadin; Damayanti, Indah
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.491-500

Abstract

This study aimed to investigate students’ perceptions of using Spotify to enhance their English pronunciation. A quantitative descriptive approach was used, with data collected through a structured questionnaire distributed to 57 sixth-semester students of the English Education Study Program at the University of Bengkulu. The research applied two theoretical lenses: the Technology Acceptance Model (TAM) and sensory perception theory, to examine how students interact with Spotify as a pronunciation tool. The findings indicate that students generally had a positive perception of using Spotify in their learning. The majority believed that Spotify was useful, easy to use, and enjoyable, which encouraged repeated practice and exposure to native English pronunciation. Features like synchronized lyrics, audio looping, and various English accents were seen as highly supportive. Furthermore, sensory elements such as listening, reading lyrics, and app interaction contributed to learners’ engagement and pronunciation development. However, not all students responded the same way, suggesting that the tool's effectiveness depends on individual learning styles and preferences. While Spotify was considered a valuable supplementary resource, students did not view it as a complete replacement for formal instruction. Overall, this study supports the potential of integrating Spotify into EFL contexts to make pronunciation learning more accessible, flexible, and engaging.
Evaluating English Teacher Performance at SMPN 31 Bengkulu Utara from the Student's Point of View Ikhsan, Muhammad; Fadhli, Muhammad; Puspita, Hilda
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.501-514

Abstract

This research was aimed to find out the student feedback on teacher Visual, Auditory, and Kinesthetic learning styles model in the English class. This research was conducted by using questionnaire patterns to reveal students’ point of view on their teacher’s performance consisted of a total of 25 closed-ended statements and utilized a Five-Point Likert Scale. The data was obtained from the questionnaire given by 135 students of 8th-grade from five different classes. Based on the data obtained, the results indicated that auditory strategies received the highest positive response at 90%, followed by kinesthetic activities at 93%, and visual strategies at 87%. The result obtained was shown that, kinesthetic strategies were found to increase student engagement significantly, with students validating the positive influence of proactive teacher attitudes in facilitating comprehension during English lessons. Auditory feedback emphasized students' ability to effectively absorb information through multi-sensory input, especially when auditory elements were integrated with kinesthetic learning. Visual strategies received moderately positive feedback because teachers only used traditional tools for visual-based teaching. It can be concluded that English teachers should improve and diversify their learning methods by integrating more interactive visuals, strengthening multi-sensory auditory practices, and continuing to apply engaging kinesthetic techniques to enhance student learning outcomes.
Factors Influencing Students’ Speaking Anxiety in Class Presentation of Undergraduate English Majors at The University of Bengkulu Putri, Vania Sugondo; Jayanti, Fernandita Gusweni; Puspa, Adelia
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.649-667

Abstract

Speaking anxiety refers to feelings of worry, tension, and nervousness related to one’s ability to speak in front of an audience. Class presentations, a common speaking activity in academic settings, often trigger this anxiety among students. This research aims to investigate the levels and factors influencing students’ speaking anxiety during class presentations. To achieve these aims, a mixed-method approach was used. Data were collected through a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986), along with follow-up interviews. The participants were 178 students from the English Education Study Program at the University of Bengkulu. Additionally, five students were interviewed to gain deeper insights into the factors causing anxiety. The results showed that 19 students (10%) were in the “very relaxed” category, 46 students (26%) in the “relaxed,” 65 students (37%) in the “mildly anxious,” 25 students (14%) in the “anxious,” and 23 students (13%) in the “very anxious” category. Most students experienced a mildly anxious level. The study also identified three main factors that significantly contribute to students’ anxiety: communication apprehension, test anxiety, and fear of evaluation. These findings highlight that speaking anxiety is common among students, especially during class presentations. Also, provide lecturers with valuable insights for developing strategies to help students improve their speaking confidence and performance.
EFL Practicum Realities: Challenges Shaping Preservice Teachers' Professional Development Asrida, Deni; Syamsudarni, Syamsudarni; Marwan, Syaiful
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.534-562

Abstract

This research aims to discover the experiences of preservice English teachers during their teaching practice in Islamic state universities in West Sumatera Province, Indonesia and the unique difficulties they face. Using a descriptive quantitative design, the researchers gathered data from 150 respondents through the questionnaires in five primary areas: linguistic challenges, teaching difficulties, mentorship and supervision, school support, and school culture. Evidence collected during the research detailed that participants 72% could not explain their lessons in English, and classroom talk was identified to be a significant barrier 68%. Students also experienced difficulties in pedagogy, with respondents reporting low confidence in the use of diverse teaching strategies 61% and a lack of confidence 66% in the use of technology in teaching. In terms of supervision, 70% of respondents did not receive sufficient feedback from their mentors, and 63% of respondents described the lack of dialogues and discussions on teaching and learning strategies. Respondents also described their school as having little support and supervision. Other challenges respondents described included lack of internet 75% and their school was also described as remote (62%). In the area of organizational culture, respondents 78% remarked that the teaching practice was too brief to establish relationships with the teachers, and 67% described the work environment as having little to no participation. These findings highlight significant gaps in language proficiency, pedagogical preparedness, quality of mentoring and institutional coordination which significantly impact  the professional growth of preservice teachers.
From Comprehension Struggles to Reflective Growth: An Exploratory Study of Vodcast Use in Self-Directed Listening among Beginner EFL Learners Hanifa, Rizaldy; Yusra, Siti Rahimah; Muhamanda, Riki; Saputra, Dwi Bayu; Alamsyah, Devy Kurnia
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.578-597

Abstract

This qualitative study investigated the experiences of beginner English as a Foreign Language (EFL) learners utilizing English vodcasts for self-directed listening and metacognitive reflection. During a six-week intervention, 25 university students in West Sumatera, Indonesia, interacted with authentic spoken English input, supported by structured reflection. Data from Vodcast Analysis Templates and Oral Recordings documented comprehension processes, strategic responses, metacognitive insights, and affective engagement. Thematic analysis revealed four interconnected themes: challenges in listening comprehension, strategic responses to difficulties, metacognitive reflection and awareness, and affective engagement and motivation. Students often encountered difficulties with fast speech, unfamiliar accents, idiomatic expressions, and complex content, and they addressed these challenges through repetition, note-taking, and the use of subtitles. The templates facilitated learners in articulating breakdowns, evaluating listening behaviors, and recognizing growth. Overreliance on subtitles and repetition occasionally promoted superficial processing; some learners focused on vocabulary without incorporating it into discourse comprehension; and inconsistent oral responses indicated variable spoken fluency. The findings indicate that vodcasts can enhance autonomy, strategy use, and reflective learning, while also identifying areas that need instructional improvement.
Role of Peer and Self-Assessment Practices for Enhancing Critical Writing in EFL High School Tarigan, Fatin Nadifa; Zahiri, Arsi; Heridayani, Heridayani; Siregar, Nurmaliana Sari
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.563-577

Abstract

This study examines the effect of peer and self – assessment practices on high school students’ critical writing in English as a Foreign Language (EFL) context. A quasi-experimental design with two groups was employed with the intervention lasting six weeks. The participants were 60 students of the eleventh grade from a private high school in Medan. Peer and self-assessment using analytic rubrics were implemented in the experimental group, while the conventional teacher feedback was applied in the control group. The students’ writing performance was measured through pretest and posttest. In addition, qualitative data were collected using open-ended questionnaires to explore the students’ perception in implementing peer and self-assessment. The findings revealed a significant improvement in the experimental group especially in the aspect of argument development and critical reflection, compared to the control group. The findings also indicated the students’ awareness of writing and confidence increase after the implementation of peer and self-assessment in the experimental group. Overall, peer and self-assessment encouraged active engangement in the writing process and supported the development of critical thinking skills. It can be concluded that peer and self-assessment are effective in enhancing critical writing among high school EFL students.
Intrinsic and Extrinsic Motivation as Predictors of Academic English Reading Performance among Multidisciplinary University Students Afdaleni, Afdaleni; Lubis, Fitriadi; Jasrial, Dedi; Yelfiza, Yelfiza
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.622-636

Abstract

Numerous studies in the last decade have predominantly examined reading motivation among English major students, leaving limited evidence from multidisciplinary non-English majors in social sciences and humanities. This present study aims to examine the intrinsic and extrinsic motivation levels and their relationship with academic reading performance among 150 undergraduate students from five non-English majors at two private universities in Bukittinggi, Indonesia. This quantitative correlational research design collected the data through a reading motivation questionnaire comprising intrinsic and extrinsic dimensions, and an academic English reading test. The data were analyzed descriptively (mean and standard deviation) and inferentially using Pearson correlation analysis. The results revealed that students’ academic reading ability was at a moderate-to-high level (M = 78.4, SD = 7.6). Students have better academic reading performance in literal comprehension than in inferential and evaluative comprehension. Additionally, the statistical analysis results show that there is a significant correlation between students’ intrinsic motivation and their reading performance (r = 0.47, p < 0.001). In contrast, the correlation between students’ intrinsic motivation and reading performance was lower (r = 0.21, p. < 0.005). These findings suggest that the most influential factor to foster students’ ability in academic reading was intrinsic motivation.

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