cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
syafryadin
Contact Email
syafryadin@unib.ac.id
Phone
-
Journal Mail Official
jeetfkip@gmail.com
Editorial Address
-
Location
Kota bengkulu,
Bengkulu
INDONESIA
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
 34   35   36   37   38 
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.

Page 38 of 38 | Total Record : 372

 34   35   36   37   38 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET) Vol. 9 No. 3 (2025): Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching Vol. 8 No. 4 (2024): Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching Vol. 7 No. 1 (2023) Vol. 6 No. 4 (2022) Vol. 6 No. 3 (2022): Journal of English Education and Teaching Vol 6, No 2 (2022) Vol 6, No 1 (2022) Vol. 5 No. 4 (2021) Vol 5, No 4 (2021) Vol 5, No 3 (2021) Vol 5, No 2 (2021) Vol 5, No 1 (2021) Vol 4, No 4 (2020) Vol 4, No 3 (2020) Vol 4, No 2 (2020) Vol 4, No 1 (2020) Vol 3, No 4 (2019) Vol 3, No 3 (2019) Vol 3, No 2 (2019) Vol 3, No 1 (2019) Vol 2, No 4 (2018) Vol. 2 No. 3 (2018) Vol 2, No 3 (2018) Vol 2, No 2 (2018) Vol 2, No 1 (2018) Vol 1, No 1 (2017) More Issue