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Journal of English Education
Published by CV. Doki Course and Training
ISSN : 30249902     EISSN : 29886511     DOI : https://doi.org/10.61994/jee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Education is a scientific journal published by CV. Doki Course and Training. The papers to be published in JEE are research articles (Qualitative, Quantitative and Mix Method Approach), literature studies or original ideas that are considered to contribute to scientific studies of English Education. It covers problems in English education such as English Language Pedagogy, English language Literacy, English for Specific Purposes, ELT Materials Development and Evaluation, English Language Testing and Assessment, Teaching English to Young Learners, English Literature, Language Policy and Planning, and Second Language Acquisition.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 26 Documents
 1   2   3 
Students' Perceptions of the Javanese English Accents through Extensive Listening Video Syahri, Indawan; Sulaiman, Masagus; Azhari, Abi Musa
Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i1.413

Abstract

This research aimed at figuring out the students’ perceptions on the Javanese English accents through extensive listening video and also identifying the challenges occurred within the process of listening to the Javanese English accents both in extensive listening and interactive speaking classes. This research employed a qualitative research design in line with a case study. The participants of this research were the fourth semester students of English Department of STKIP PGRI Lubuk Linggau who took extensive listening and interactive speaking classes. To collect the data, the researchers used a documentation technique in term of giving questionnaires. To analyze the data, the researchers used a percentage analysis. The results showed that most of students had positive perceptions on the Javanese English accent. They perceived that understanding various kinds of English accents could give them many advantages in their learning process and the challenges and difficulties that students identified in listening to the Javanese English accent did not make all of them have a negative perception. In conclusion, understanding various kinds of English accents could give them many advantages in learning English.
The Correlation Between Classroom Seating Position and Speaking Ability of a 9th Grader Presti, Happy; Rasyid, Tri Rositasari; Hartati, Sri
Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i1.417

Abstract

English is regarded as an international language, one of the most widely used languages in all fields. In Indonesia, the government recognized that English proficiency had an impact on global development not only for education but also for career purposes. English is useful in a variety of fields. The limitation of the study was only focused on “The Correlation between Classroom Seating Position and Speaking Ability of 9th Grade Students of SMP Muhammadiyah 4 Palembang”. The objectives of this study were found out whether or not there is a significant correlation between Classroom Seating Position and Speaking Ability. This study used quantitative research design with correlational approach. The researchers used a purposive sampling, total of population were 172 students and the total of sample were 27 students. The data were collected by two instruments, (1) through ready-made questionnaires, (2) speaking test was analysed by using SPSS 26. The result of this study was that there was a correlation between two variables, with r-obtained (0.797) was higher than r-table (0.388). The conclusion of this study was that the alternative hypotheses (Ha) was accepted and the null hypotheses (H0) was rejected. Then there was a high correlation between the two variables.
The Cognitive Style Inventory, Reading Habit, and Reading Achievement Among Undergraduate EFL Students Ariyani, Hastin Yoka; Budiyanto, Darmawan; Manurung, Jenny Elvinna
Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i1.448

Abstract

Reading requires the ability to detect and evaluate words inside sentences, as well as extract underlying information. This research focused on finding out whether or not there was any significant correlation among cognitive style inventory, reading habit and reading achievement of undergraduate EFL students at Tridinanti University. This study used quantitative design with correlational approach and involved 65 students as the sample through total sampling. The data were collected by using cognitive style inventory questionnaire, a reading habit questionnaire, and a reading achievement test. The data were analyzed by using Rank-Spearmen to investigate the correlation among cognitive style inventory, reading habits and reading achievement. After analyzing and calculating the data, it was found that there was significant correlation among cognitive style inventory, reading habits and reading achievement of undergraduate EFL students at Tridinanti University, since the p-value (0,301) was higher than r-table (0,244). It means that, Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. The degree of correlation coefficients was weak category.
Figurative Language Used in King Lier Novel by Willian Shakespeare: Explorer Literary Appreciation Saputra, Frian; Kurniawati, Ari; Yuniarti, Vyna; Hayati, Sri
Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i1.625

Abstract

This study explores the use of figurative language in William Shakespeare's "King Lear," examining how literary devices such as metaphors, similes, personification, hyperbole, and irony contribute to the play's thematic and emotional depth. Through a comprehensive analysis, the research highlights how Shakespeare's linguistic choices enhance the narrative complexity and deepen the audience's engagement with the characters and themes. Metaphors succinctly convey complex ideas and emotions, similes vividly depict characters' experiences, personification imbues abstract concepts with human characteristics, hyperbole emphasizes emotional intensity, and irony underscores the contradictions and tragic outcomes within the play. The findings have practical implications for literary education, providing a framework for educators to enhance students' analytical skills and appreciation of Shakespearean drama.
Teaching Writing to Eighth Grade Students Using Semantic Mapping Hartati, Sri; Basuni, Ahmad
Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i1.630

Abstract

This study investigates the effectiveness of semantic mapping as a teaching strategy to enhance the writing skills of eighth-grade students at SMPN 1 Bumi Agung. Semantic mapping, a visual tool that illustrates relationships between concepts, is hypothesized to aid students in organizing their thoughts and generating ideas for writing. The research employs a quantitative method through quasi-experimental design, collecting data by using writing test and analysing data with pre-test and post-test assessments to evaluate the impact of semantic mapping on students' writing proficiency. Results indicate a significant improvement in the writing abilities of students who were taught using semantic mapping compared to those who received traditional instruction. The findings suggest that semantic mapping is a valuable pedagogical tool in teaching writing to middle school students.
A Case Study on Teachers' Strategies for Teaching Reading Comprehension in the Context of Emancipated Curriculum Nurhusliya; Saputra, Eko
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.676

Abstract

An efficient classroom learning process is typically necessary to produce good lesson outcomes. The purpose of this study was to look into how teachers use the Merdeka Curriculum to teach reading comprehension. This study used a qualitative method with a case study approach, involving two English teachers who were selected as participants through a purposive sampling technique. Data were collected through triangulated with interview, then analyzed thematically. The results showed that the teachers used the following strategies: (1) Think Aloud, (2) Reciprocal Teaching, and (3) SQ3R. This study contributed to provide an overview of the strategies used by teachers to teach reading comprehension and provide a reflection of how English teachers' teaching strategies reflect the implementation of the Emancipated Curriculum. Therefore, teachers need to understand the needs and characteristics of students and relate their teaching strategies to this Emancipated Curriculum.
Utilizing the One Stays Rest Stray Strategy to Teach Reading Comprehension Sulaiman, Masagus; Larasati, Finza; Lestari, Ade Putri
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.698

Abstract

This study aimed at finding out whether or not one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang. This study used pre-experimental method. The samples of this study were 38 persons of the eighth-grade students of SMP Muhammadiyah 6 Palembang. The data was obtained from pretest and posttest and calculated by using t-test. The result showed t-obtained was 4.608, higher than the critical value of t-table was 1.689 at the significant level of p<0.05 for two tailed and degree of freedom (df) is 35 which means that Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In conclusion, one stays rest stray technique was effective to teach recount text reading comprehension achievements to the Eighth Grade Students of SMP Muhammadiyah 6 Palembang
Using Paired Reading Method to Improve Tenth Grade Students' Reading Comprehension Arzam, Ismail Zaid; Hartati, Sri; Setiawan, Heru
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.709

Abstract

The objective of this study was to find out whether or not there was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang. this study's sample consisted of 71 students chosen using a purposive selection approach. they were placed into two groups: experimental and control groups. this study used a quasi-experimental design. the data collection tool was reading comprehension a using paired reading method, which was administered twice to the sample (pretest and posttest). there were 30 valid multiple-choice questions. the test resulted in a two-tailed significant difference (p=0,309) above the significance level (0.05). hence, the hypothesis was accepted, signifying a noteworthy distinction in reading comprehension between students was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) confirmed. there was a substantial to there was any significant differences of the tenth graders’ reading comprehension between the students who were taught by using paired reading method and those who are not at SMA Muhammadiyah 01 Palembang.
The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research Hasim, Okta Rianti; Hendrety, Yuyun; Ria, Nita
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.710

Abstract

The aim of this research was to find out whether or not there was any correlation between students reading comprehension and students listening comprehension. The population was the tenth-grade students with the total 630 students from 14 classes at SMA N 10 Palembang. To the sample of this research, intake sampling technique was implemented. There were 90 students as a sample from class X.7 and X.8. The data were selected from students reading comprehension and students listening comprehension. In analysing the data, correlation analysis, regression analysis and normality test was used. Based on the statistical, it was found that the correlation coefficient or the R-value (0.000) with significant coefficient (p-value) was 0.422, which was higher than 0.05. It means that significant value (2-tailed) was higher than alpha value (0.422> 0.05). It could be concluded that there was a significant correlation between students' reading comprehension and listening skill. Since the Pearson correlation coefficient was 0.000, it indicated that there was correlation between students' reading.  Also, for the contribution of listening comprehension to reading comprehension it was only 17.8%. It means that listening comprehension has no influence to reading comprehension. In conclusion, the findings indicate that students who have high listening comprehension does mean that they will also have good reading comprehension. Also, reading comprehension can be used to help listening skills because listening is the ability to capture sounds, complete, speak, syntax, jargon, and obtain data.
Assessing English Proficiency of Management and Accounting Students Using Linguaskill Business Tests Aligned with CEFR Standards Kaloeti, Ade Kristianus
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.764

Abstract

This study aims to analyze the English language proficiency of students in Management and Accounting programs using the Linguaskill Business test and the CEFR standards. The research sample consists of 10 undergraduate students from the Management program and 10 students from the Diploma program in Management. Data, represented by test scores, were collected through the Linguaskill Business assessment. Subsequently, the data were statistically analyzed to determine the minimum, maximum, mean scores, and frequency distribution. This data was then converted into a CEFR standard table for further analysis of English language proficiency according to CEFR criteria. The findings indicate that the majority of Management and Accounting students possess basic English language skills, primarily at or below the A1 level. Some students demonstrated relatively good proficiency at the A1, A2, and a maximum of B1 levels. Therefore, it is essential to enhance the English language skills of these students, as they have not yet reached the higher levels of B2 and C1.

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