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JEET (Journal of English Education and Technology
Published by Forum Komunikasi Dosen Peneliti
ISSN : -     EISSN : 27213811     DOI : -
Core Subject : Humanities, Science, Education, Engineering,
Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media
JEET is a primary source for academics and professionals in the field of English Education, English Language Teaching, Instructional Design, Educational Technology, and Curriculum Design. it publishes theoretical perspective, methodological developments, empirical research lead to an improvement in formal and informal education at all levels of education, childhood education, technical education, and professional development. Empirical papers are expected to report on significant research studies. it may report qualitative, quantitative, or mixed methods. Empirical papers need to include: a clear methodology (information on sampling and analytical process), substantive evidence of research outputs, outcomes, and impacts. theoretical, methodology and review articles should be critical, present a novel perspective and make an original contribution
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 5 No. 01 (2024): March 2024" : 5 Documents clear
The Effectiveness of Metacognitive Strategy on Students’ Reading Comprehension of Narrative Text Solekah, Ratna Nur; Imam Nur Aziz
JEET, Journal of English Education and Technology Vol. 5 No. 01 (2024): March 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

Reading is something that is very needed in our lives. By reading we will open the window of the world and if we can take wisdom from what we read, we will become a great and noble human being as exemplified by the Prophet Muhammad. This study aims to determine whether there is a significant influence using metacognitive strategies for students’ reading comprehension in narrative texts. This study used a t-test experiment involving each individual in Grade VIII of SMP NU Panunggalan consisting of 34 students. The results showed that the mean score of the pre-test yielded 40.2941 and the average post-test post-test yielded 92.3529. The mean deviation produces a value of 52.05882, standard deviation produces a value of 21.85065 and produces a t-test of 13.892. T-table 5 % shows the number 2.032 and t-table 1% shows the number 2.738. Then it can be concluded that 2.032<13.892>2.738. These results show significant results from the experiments on the effectiveness of metacognitive strategies on students’ reading comprehension in narrative texts.
The Effect of Indirect Corrective Feedback Strategy on Students’ Writing Skills of Recounting Text Arifah, Himmatul; Muhammad Edy Thoyib
JEET, Journal of English Education and Technology Vol. 5 No. 01 (2024): March 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

This research focuses on the effectiveness of using an indirect corrective feedback strategy on students’ writing skills of recount text to provide an alternative and effective way to complete their work in writing, especially in writing recount text. The researcher uses a quasi-experimental design by Collecting data using a test, and each class is given a pre-test before treatment and a post-test after treatment. It indicates that the treatment was successful. Independent T-test calculation researcher. T-test was calculated to compare the two means between the experimental and control groups. The table above shows that the value of sig (2-tailed) is 0.000 at the critical value for the 5% level. The significance value is less than 5% or (0.000 <0.05). So, the null hypothesis can be rejected. It can be concluded that the study’s indirect corrective feedback strategy is effective
Insights on CEFR and Its Implementation in Arabic Language Learning at Pesantren Syani Amrulloh, Friendis
JEET, Journal of English Education and Technology Vol. 5 No. 01 (2024): March 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

The Common European Framework of Reference (CEFR) provides guidelines for Arabic language teaching aids and curriculum development in language courses. The research investigated pre-service Arabic teachers' perceptions of CEFR in the context of the Mambaus Sholihin Islamic Boarding School. A total of 200 fourth- and fifth-year preservice Arabic teachers participated in the study. A mixed method design was used to collect data through a seven-point Likert scale questionnaire and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, particularly in the domain of assessment and the development of reference level descriptions. In contrast, qualitative data revealed that Mambaus Sholihin Islamic Boarding School preservice teachers had little knowledge of the CEFR, and their understanding of the CEFR was very limited. However, the pre-service teacher of the Mambaus Sholihin Islamic Boarding School expressed a positive view regarding the application of CEFR into classroom practice. Overall, these findings suggest that pre-service Arabic teachers have a poor understanding of the conception of the CEFR, suggesting that stakeholders of the Mambaus Sholihin Islamic Boarding School should raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum
Project-Based Learning to Enhanced Student’s Writing Narrative Text Ability Chadafi, Muammar
JEET, Journal of English Education and Technology Vol. 5 No. 01 (2024): March 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

This research is focused on investigating the effectiveness of Project Based Learning towards students writing narrative text ability of third grade students of MTs Al-Ishlah Deket Lamongan. It is based on the analysis of the data gained from the students related to teaching writing. The researcher used a quantitative approach that began with the research problem and answered it by proving the hypothesis. For the experiment and population, the researcher chose a class with twenty third-grade students. This was an experimental class. The instrument used to collect data was then evaluated. The test was used to determine students’ competencies before and after the experiment. Two kinds of tests were administered to the students: pre-test and post-test. Before the items of the test were given to the students, the researcher conducted a try-out test to analyze the validity and reliability of each item. The result shows that the student’s score at the pre-test was 45,2, and after giving treatment, the researcher obtained a post-test score of 78,6. Then, the researcher analyzed the results using the t-test to answer the research problem. The researcher obtained a t-test result of the t-test that is 5,60. The values of the t-test analysis are presented in the table. The t-table shows that the level of significant 0,05 was 2,09, meaning that the value of 5,60 was higher than 2,09. In conclusion, this study shows the effectiveness of the PBL method in students’ writing narrative texts. The researcher concludes that students taught by Project Based Learning (Pub) method obtained higher scores on their narrative writing texts.
THE The Impact of Tablet Devices on English Teaching in Intermediate-Phase Classrooms Chinengundu, Tawanda; Lowe, Jordan
JEET, Journal of English Education and Technology Vol. 5 No. 01 (2024): March 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

Research shows that mobile computing like iPads and tablets has gained popularity in classrooms. While prior research has explored technology in education broadly, this study specifically focuses on the impact of tablets on English language teaching within the intermediate phase. The study was underpinned by the Technological Pedagogical Content Knowledge model. A qualitative approach was employed in this study for contextual inquiry, enabling a deeper understanding of the impact of tablet integration on English teaching and learning. The sample for this research consisted of five teachers selected through convenience sampling. These participants taught English within the intermediate phase at schools in Mpumalanga province, South Africa. Semi-structured interviews with open-ended questions were used to inquire educators about their teaching methods, challenges, and how tablets have affected student learning. Data were analyzed by developing themes. The findings revealed that tablet integration led to improvements in pedagogical practices, and increased student engagement. However, challenges such as limited technological infrastructure, the need for teacher training, and the potential for tablets to introduce distractions and hinder critical thinking among students were established. We argue that to be effective, tablet integration requires equitable access, curricular knowledge, teaching methodologies, technological skills, and individualized learning for every student.

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