Jurnal English Education: Jurnal Tadris Bahasa Inggris
English Education: Jurnal Tadris Bahasa Inggris has been published since March 2010 in printed version (pISSN: 2086-6003), June and December 2018 in online version (eISSN: 2580-1449). It is a biannual journal concerning English Language Teaching, English Literature, English Linguistics, Current Issues on English Language Teaching and Trends in Language Teaching.
Articles
267 Documents
<![CDATA[English Teachers’ Challenges in Teaching English: A Case Study at SMA Karya Ibu Palembang ]]>
<![CDATA[Lestari, Meggi]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.7668
<![CDATA[There are many challenges faced by the teachers of English in SMA Karya Ibu Palembang. The challenges was come from the students and the facilities in the school.The aims of this study were to find out how the teachers’ challenges in teaching English, and to find out the the strategies in dealing the challenges. The participants of this study were the teachers of English of SMA Karya Ibu Palembang. The writer used qualitative research in this study. Interview was used to collect the data. Meanwhile, in order to find out the challenges that made the teachers were difficult in teaching, the data gained from interview was analyzed by using thematic analysis. The findings indicated It was found that there were five factors that made the teachers were difficult in teaching English.This study shows that the teachers were challenged by limited mastery of teaching methods, over-crowded class, inadequate facilities and resources. On the other hand, the other challenges coming from students’ side including lack of vocabulary mastery, low concentration, lack of motivation, pronunciation problem, and speaking problem. In order to overcome those problem, there are some strategies that is used by the teachers in teaching English. First, applying various teaching methods and techniques. Second, the teacher used of available resources and facilities. The third is giving motivational feedback]]>
<![CDATA[Investigating Spelling Errors among Indonesian EFL Secondary School Students ]]>
<![CDATA[Muhassin, Mohammad]]>;
<![CDATA[Hidayah, Renty]]>;
<![CDATA[Hidayati, Dewi Ayu]]>;
<![CDATA[Pradana, Satria Adi]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v13i2.7699
<![CDATA[In the Indonesian context, students who learn English face some problems in spelling words. They often make spelling errors in essay writing. This study aims to explore and categorize spelling errors made by Indonesian secondary school students and the primary sources contributing the errors based on Error Analysis (EA) framework. The participants consisted of 38 students chosen from a secondary school in Lampung, Indonesia. The data were obtained from documentation of student’s written essays, and responses in the questionnaire analyzed based on Carney’s (1997) categories of spelling error and Richards’s (1980) types of error sources. The findings showed that errors under categories of variant, slip, and the split was the most frequently found as the students were mistaken in choosing among the competing letters and sounds and also careless with the correct spelling. Besides, the major error sources were associated with the Indonesian (L1) interference when students transferred their mother tongue to the English (L2) spelling and the inconsistency between English spelling and sounds. The study implies that the learners’ better understanding of L1 and L2’s different systems of spelling as well as pronunciation rules will help them enhance their spelling performance. It is, therefore, suggested that the teachers give students more practice to drill and to pronounce the frequently misspelled words simultaneously to develop their spelling accuracy. ]]>
<![CDATA[An Analysis on Indonesian-English Abstract Translation by Google Translate ]]>
<![CDATA[Herdawan, Deri]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v13i2.7701
<![CDATA[Many international journals require authors to translate their articles into English, mostly the abstracts. The advancement of technology has paved the way to the invention of machine-translators, one of which is Google Translate. This research seeks to investigate (1) what translation method is currently used by Google Translate, and (2) what type of errors are committed by Google Translate in Indonesian-English abstract translation. A descriptive qualitative design was used in this research. Documents in the form of 15 abstracts (ca. 3500 words) were used in data analysis. The results showed that Google Translate implemented the literal translation method. In doing its translation, it committed several linguistic errors and many translation errors. Detailed results were presented and discussed in the coming sections, followed by recommendations for further research.]]>
<![CDATA[A Survey of English Students Vocabulary Learning Strategies (VLS) ]]>
<![CDATA[Kurniawan, Iwan]]>;
<![CDATA[Indrasari, Nunun]]>;
<![CDATA[Pradana, Satria Adi]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v13i2.7703
<![CDATA[The objectives of this research are to know the kinds of vocabulary learning strategies, the most and the least vocabulary learning strategies, and strategy use based on gender differences. The methodology employed was survey with a research instrument questionnaire and interview. Results show Vocabulary Learning Strategies are Metacognitive, cognitive, memorization/repetition, and activation. Respondents tended to apply activation strategy as the highest, and it is indicated with a mean score (3.12). On the other side, the least utilized strategy was the memories/repetition strategy, and it is shown with the lowest mean score (1.87). Female students had a tendency to apply activation strategy, and it is indicated with the highest mean score (3.04) and least used memories/repetition strategies, and it is shown by mean score (1.84). In addition, the highest strategy employed by male students was also an activation strategy with mean score (3.0), and the lowest strategy was memories/repetition with the lowest score (1.51).]]>
<![CDATA[Subtitle Accuracy for Children in Translating Cartoon from English into Indonesia ]]>
<![CDATA[Istiqomah, Lilik]]>;
<![CDATA[Azizah, Nada Nur]]>;
<![CDATA[Rahmah, Farah Mufidah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v13i2.7704
<![CDATA[The objectives of the research are to classify the accuracy in translating cartoon from English to Indonesian subtitles, to determine the accuracy and readability of translating English to Indonesian subtitles of Tayo Cartoon movie by the amateur translator. This research is a descriptive qualitative method. Data of this research are utterances or sentences in subtitle movies of the bilingual edition, both English and Indonesian. Meanwhile, the source of the data is Tayo Cartoon movie. In analyzing the data, researchers used a comparison method to compare Source Language (SL) and Target Language (TL). This research shows that the subtitle made by the subtitling class students as the amateur translator acceptable for the children with some reconciliation from SL into TL. In conclusion, it can be concluded that the translation quality of Tayo Cartoon movie by the subtitling class students as the amateur translator is accurate.]]>
<![CDATA[Let’s Kahoot! A game-based technology for creating engagement and promoting active learning ]]>
<![CDATA[Hilmun, Perisya]]>;
<![CDATA[Fitriah, Fitriah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.7871
<![CDATA[Nowadays, the development of technology plays an essential role in many aspects of human life. People activity cannot be separated with the assistance of technology, including in education. Teachers often utilise technology to transform the information, make students motivated and engaged, and assess the progress of the learnt materials. Among the available technological tools, Kahoot is a digital game application that can be integrated into teaching. Teachers could use this application to promote active learning. This research aimed to explore the use of Kahoot in teaching as to increase students’ engagement and encourage active learning. The study reviewed 18 published research papers identifying teachers’ approaches in integrating Kahoot in their practices, the function and the effect of Kahoot in classroom environment within the context of EFL teaching. The result of review papers indicated that teachers utilised Kahoot to review and practice the learnt materials, and they used Kahoot at different times. All studies showed that the implementation of Kahoot could create a positive learning environment allowing students to participate actively. This study implies that teachers can integrate any digital game application into their teaching practices to make students engaged and promote active learning. However, teachers need to understand how to use the application correctly and identify whether the choice application is suitable for the students’ level and needs.]]>
<![CDATA[An Analysis of Students’ Writing Skill on English Descriptive Text ]]>
<![CDATA[Purnamasari, Dewi]]>;
<![CDATA[Hidayat, Didin Nuruddin]]>;
<![CDATA[Kurniawati, Lia]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.7943
<![CDATA[This study analyzed the writing skills in English descriptive text. There are five indicators in writing descriptive text: content, organisation, grammar, vocabulary, and mechanics. Therefore, this study aimed to investigate the students' writing skill on descriptive text related to the five indicators of English descriptive text and investigated the difficulties in writing English descriptive text. This research study used a descriptive quantitative research design. The participants were eighth-grade students at SMPN 16 South Tangerang. The data gained from students' writing descriptive text test and analyzed by using Heaton’s theory. The result showed that: 1) 43% of students obtained scores ranging from average to good in writing content, 2) 44% of students obtained scores ranging from average to good in writing organization, 3) 37% of students obtained scores ranging from average to good in using grammar, 4) 33% of students obtained scores ranging from very good to excellent in using vocabulary, 5) 27% of students obtained scores ranging from very good to excellent in writing mechanics. Further, the study found some difficulties the students face when writing descriptive. First, students cannot develop their ideas. Second, the students have insufficient knowledge about the subject that will be described. Third, the students have difficulties in using a simple present tense.]]>
<![CDATA[Student Centre Approach in Teaching English for Specific Purposes Moodle-Based ]]>
<![CDATA[Prasetya, Rizky Eka]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.8172
<![CDATA[The Indonesia higher education majority utilized the Language Management System (LMS) Moodle. The English Moodle-based teaching is a massive pedagogy shift due to pandemic. The study aimed to investigate and explore the technicality feature of teaching English, particularly the student-centered approach. The study was conducted in the qualitative approach experimental sequential research design. The substantive research instruments applied in the study comprised centered on questionnaires and interviews. The questionnaire was generated to investigate the lecturer used Moodle in their English language teaching. It is expected to discover the utilizing feature and adapting virtual class in LMS Moodle. The findings revealed that the system had an exclusive feature to accommodate student-centered teaching, yet it was found that the lecturer's unfamiliarity implied the inadequacy of Moodle course feature]]>
<![CDATA[Grammatical Errors Made by Eighth-Grade Students in Speaking English ]]>
<![CDATA[Anggraini, Merliyani Putri]]>;
<![CDATA[Pradana, Satria Adi]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.8712
<![CDATA[This research primarily deals with grammatical error analysis. It describes the grammatical errors in speaking skills made by the eighth-grade students. The data of the study are the conversation of the students that are defined into ten groups. The grammatical errors are classified based on Comparative Taxonomy. They are; developmental errors, interlingual errors, ambiguous errors, and other errors. Besides classifying the errors, the research also discovers the sources of errors. A qualitative approach was employed to gather the data in this study. The result of this study shows that the students committed errors in every type of Comparative Taxonomy. The most error that students made was interlingual errors. It can be inferred that the student's mother tongue interfered with them in speaking English. Based on the observation and interview, the possible causes of students' grammatical errors were interlingual transfer, intralingual transfer, the context of learning, and communication strategy.]]>
<![CDATA[A Study on The Distinction between Extrovert Vs Introvert in Learning English ]]>
<![CDATA[Hayati, Fitri Mauliddiyah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 2 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i2.9140
<![CDATA[This paper aims to examine the differences abilities between extrovert and introvert personality in learning English. This study describes the differences in the ability of speaking, writing, listening and reading. The approach used in this study is a qualitative approach. Data were obtained by conducting observations and interviews with research subjects. The subjects of this study were students of the third semester of English Education at IAIN Pekalongan. The analysis in this study uses a descriptive analysis related to the differences in English skills in extroverts and introverts. The results showed that the differences between extroverted and introverted personalities on the ability to learn English. In speaking skills, extroverted students are more mastery than introverted students. While writing, listening, and reading skills introverted students are more mastered. But in the aspect of pronunciation & accent, extroverts' vocabulary and fluency are superior than introverts. Introverts good in grammar, and comprehension. On the other hand, introverts have superior writing skills in terms of vocabulary, content, and expression. whereas extroverts only excel in terms of content and expression. The spelling and grammar is not influenced by the personality.Therefore each personality have own skills or advantages and disadvantages.]]>
