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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 376 Documents
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The Influence of Self-Regulated Learning and Social Support on Academic Resilience in Full-Time Students Compared to Working Students: An Explanatory Survey Martina, Feny; Friantary, Heny; Rakhmanina, Lisa
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.9.4.598-621

Abstract

Today's complex academic demands require full-time and working students to use self-regulated learning skills, social support, and academic resilience to manage learning pressures. This study aims to investigate the influence of self-regulated learning and social support on academic resilience among full-time and working English students in Bengkulu. Specifically, it compares academic resilience between these two groups, providing insights into how these characteristics interact with different student commitments. Using an explanatory survey design, this study investigated the causal relationships between self-regulated learning (X1), social support (X2), and academic resilience (Y) among English students who were full-time and working in Bengkulu. Questionnaires were used to collect the data. The samples were selected randomly consisting of 100 respondents—65 full-time and 35 working students. The data were analysed using multiple regression analysis to identify significant and dominant factors (whether X1 or X2) influencing Y. The research findings found proof that both factors significantly influenced academic resilience, but with different dominant patterns in each student group. Independent learning was the most dominant factor for full-time students (R² = 0.788), since it reflected its strong role in an academic environment. Conversely, social support was the dominant factor for working students (R² = 0.756), indicating the important role of support from the social environment in helping students cope with time and energy constraints. These findings revealed the significance of adjusting pedagogical strategies to students' levels and needs in English language learning in higher education, thereby building their academic resilience.
Bridging the Gap between Grammar Knowledge and Writing Performance among EFL University Students Sari, Mike Nurmalia; Saputra, Riyadi; Utami, Henny Septia
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.9.4.668-682

Abstract

This study looks at how English as a Foreign Language students write and how that is connected to what they know about grammar. It focuses on three parts of grammar that English as a Foreign Language students need to know: how words are formed how sentences are put together and how to make sentences. The study involved 120 English as a Foreign Language students from an universities in Indonesia who are studying to be English teachers. To get the information needed the students took a test, on grammar. Also wrote an essay that was then analyzed. The results showed a significant positive correlation between grammar knowledge and writing performance (r = 0.624; p < 0.001), with syntactic knowledge as the strongest predictor. Regression analysis showed that grammar knowledge explained 32.9% of the variation in students' writing performance. These findings indicate that grammar mastery plays an important role but does not fully determine the quality of writing. Therefore, writing instruction needs to integrate grammar with rhetorical, lexical, and discourse skills through a contextual and process-based approach.
Developing an English for Nutritionists Textbook: A Research and Development Study of Nutrition Department in Bengkulu Health Polytechnic Ade Sissca Villia
Journal of English Education and Teaching Vol. 10 No. 1 (2026): Journal of English Education and Teaching (JEET) (in progress)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.10.1.17-32

Abstract

This study aims to develop an English for Nutritionists textbook, specifically designed to address the unique linguistic and professional needs of nutrition students in Indonesia. Despite the availability of English for Specific Purposes (ESP) textbooks in health sciences, existing resources often fail to meet the specific needs of nutrition students, as they focus predominantly on general medical English. A comprehensive needs analysis was conducted, involving interviews with lecturers and an evaluation of current ESP resources. Based on the findings, a prototype textbook was developed that incorporates nutrition-specific content such as food labeling, dietary guidelines, and case studies, along with task-based activities to enhance reading, writing, speaking, and listening skills. The development followed a systematic Research and Development (R&D) approach, including needs assessment, prototype development, and validation by experts. The textbook's content, presentation, and language were found to be highly relevant and valid for the target audience, with an expert validation mean score reflected in an Aiken’s V index of 0.839, indicating a high level of content validity. The results indicate that the developed textbook effectively addresses the gap in available resources by integrating both linguistic and professional knowledge. This study concludes that a specialized ESP textbook for nutrition students can significantly enhance their English proficiency and professional preparedness, supporting their academic and career development in the global nutrition field.
Investigating the Challenges Faced by Grade 8 Learners in Studying English as a Second Language, South Africa Tiffany Marks; Sephiri David Hlohlolo
Journal of English Education and Teaching Vol. 10 No. 1 (2026): Journal of English Education and Teaching (JEET) (in progress)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.10.1.1-16

Abstract

The study aimed to determine the challenges that Grade 8 English second-language learners face in the classroom to find possible solutions for these challenges. Both the qualitative (conducted through interviews with four Grade 8 English second-language teachers) and quantitative data (conducted through a questionnaire given to forty-seven Grade 8 English second-language learners) results indicated that Grade 8 English second-language learners struggle with many aspects of learning English, including the correct use of parts of speech, namely pronouns and tenses, sentence structure, spelling, and reading in English. The findings indicated that learners need more time to learn how to read in English, in addition to more time to master other aspects of the English language. Furthermore, classrooms should have a smaller number of learners per class to reduce the learner-teacher ratio, and all schools should have a functional library for learners to access. In compliance with both the qualitative and quantitative results, primary schools should be monitored to ensure learners are being taught relevant English content to build their English skills in preparation for high school, a teacher should be assigned a particular time each day to work exclusively on English reading to help Grade 8 English second-language learners improve this critical skill, and classrooms should make use of visual aids, such as posters and flashcards.
The Role of Code-Switching in Classroom Interaction: A Case Study of Pharmacy Students at University of Bengkulu Amirah Zakiah; Elfrida Elfrida; Perti Rosanda
Journal of English Education and Teaching Vol. 10 No. 1 (2026): Journal of English Education and Teaching (JEET) (in progress)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.10.1.33-42

Abstract

This research focuses on the significance of code switching in communication processes in the classroom between second semester pharmacy students in Bengkulu University. The purpose of this study is to determine the type and function of code-switching and to find out the perception of students regarding code switching in English language learning as an elective subject. This study employed a qualitative research design whereby the data were collected using four observations and interviews with eight respondents from January to February 2026. The data were analyzed based on Poplack's theory of code-switching (1980) to determine types of code-switching, Appel & Muysken theory of code-switching (1980) to determine the functions, and Garrett theory of code-switching (2010) to determine students' perceptions about the code-switching. From the results, all the types of code-switching emerged with the highest frequency in the data, which was the intra-sentential switching at 70 times (50.0%). From the analysis of the function, referential function was the most common at 40 times (21.9%). The students said that code switching enabled them to understand better the lesson, gain confidence, and participate actively in the classroom interaction. This paper therefore finds that code switching is important in English lessons. Hence, teachers are recommended to use flexible language while improving their proficiency in English.
Self-Efficacy and Pedagogical Competence of Preservice English Teacher Students:A Correlational Study Yulia Eka Sari; Fernandita Gusweni Jayanti; Muhammad Fadhli
Journal of English Education and Teaching Vol. 10 No. 1 (2026): Journal of English Education and Teaching (JEET) (in progress)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.10.1.43-55

Abstract

Self-efficacy and pedagogical competence are abilities that preservice English teacher students must possess. The aim of this research was to investigate the levels of self-efficacy and pedagogical competence and their correlation. This research used a quantitative correlational design. The participants in this research were 127 preservice English teacher students. The research instrument was a self-report questionnaire survey. The data analysis techniques used in this research were descriptive analysis and non-parametric Spearman correlation with SPSS software. The findings of this research revealed that preservice English teacher students have high levels of self-efficacy and pedagogical competence, and there is a significant correlation between the two variables. A preservice teacher must not only be proficient in pedagogical competence but also be confident in their abilities to face challenges in the workplace and become a professional teacher.

Page 38 of 38 | Total Record : 376

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