Pub Date : 2024-03-25DOI: 10.33369/jeet.8.1.254-268
Imam Santosa, Ifan Iskandar, Lulu Atul Munawaroh
This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling technique, aiming to gather in-depth insights from participants with direct experience in SCL environments. Findings revealed a moderate level of overall readiness, with variances across the three examined aspects. Physically, students felt somewhat prepared, particularly in terms of self-assessment capabilities, albeit less so for cooperative learning. Mentally, a general trend towards moderate agreement was observed, with strengths in reflective practices and collaborative skills. Cognitive readiness highlighted a strong inclination towards engaging in authentic learning tasks yet revealed gaps in connecting new learning with prior knowledge. These insights suggested that while there was a foundational readiness for SCL, targeted interventions were needed to bridge identified gaps, particularly in learning autonomy and prior knowledge connections. The study concluded that enhancing student readiness for SCL required a multifaceted approach, addressing the pedagogical and environmental factors influencing physical, mental, and cognitive readiness.
{"title":"Assessing Students’ Learning Readiness Toward Student-Centered Learning","authors":"Imam Santosa, Ifan Iskandar, Lulu Atul Munawaroh","doi":"10.33369/jeet.8.1.254-268","DOIUrl":"https://doi.org/10.33369/jeet.8.1.254-268","url":null,"abstract":"This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling technique, aiming to gather in-depth insights from participants with direct experience in SCL environments. Findings revealed a moderate level of overall readiness, with variances across the three examined aspects. Physically, students felt somewhat prepared, particularly in terms of self-assessment capabilities, albeit less so for cooperative learning. Mentally, a general trend towards moderate agreement was observed, with strengths in reflective practices and collaborative skills. Cognitive readiness highlighted a strong inclination towards engaging in authentic learning tasks yet revealed gaps in connecting new learning with prior knowledge. These insights suggested that while there was a foundational readiness for SCL, targeted interventions were needed to bridge identified gaps, particularly in learning autonomy and prior knowledge connections. The study concluded that enhancing student readiness for SCL required a multifaceted approach, addressing the pedagogical and environmental factors influencing physical, mental, and cognitive readiness.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":" 642","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.33369/jeet.8.1.219-240
Hilarius Raditya, Priambada Purba, Muhammad Raihan, Theodesia Lady Pratiwi
This study aims to analyze student attitudes through affective components namely self-confidence, anxiety, feelings, and values in English speaking activities in English village. The influence through affective components can be seen through the experience of students, the participants in this study are class b2 students at the basic speaking level in Kampung Inggris 2023. This research applies qualitative methods, with questionnaires and interviews to collect data. The results showed that students have an influence on the affective component with different problems and experiences. The experience is divided into two, namely positive and negative, positive experiences have a positive impact on the development of students in English-speaking activities, while negative developments will hinder the development of students in Kampung Inggris. Students also have strategies, know how to solve problems internally and externally and understand how to develop themselves in English-speaking activities.
{"title":"English Speaking Activities In Kampung Inggris Pare: Unpacking The EFL Students’ Attitudes","authors":"Hilarius Raditya, Priambada Purba, Muhammad Raihan, Theodesia Lady Pratiwi","doi":"10.33369/jeet.8.1.219-240","DOIUrl":"https://doi.org/10.33369/jeet.8.1.219-240","url":null,"abstract":"This study aims to analyze student attitudes through affective components namely self-confidence, anxiety, feelings, and values in English speaking activities in English village. The influence through affective components can be seen through the experience of students, the participants in this study are class b2 students at the basic speaking level in Kampung Inggris 2023. This research applies qualitative methods, with questionnaires and interviews to collect data. The results showed that students have an influence on the affective component with different problems and experiences. The experience is divided into two, namely positive and negative, positive experiences have a positive impact on the development of students in English-speaking activities, while negative developments will hinder the development of students in Kampung Inggris. Students also have strategies, know how to solve problems internally and externally and understand how to develop themselves in English-speaking activities.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deixis has an important role to build the communication process. This research aimed to find out the distribution of scenes, types of deixis are often found and distribution of deixis in all sections of Beauty and The Beast movie script by using Cruse theory (2000). This research used a descriptive qualitative method. The object of this study is Beauty and The Beast movie script by Stephen Chbosky and Evan Spiliotopoulos. Documentation and checklist were used in data collection. The results showed that the distribution of scenes in the Beauty and The Beast movie script are found in the orientation section, complication section, rising action section, turning point section and resolution section. Coda is not found in this movie. Then, person deixis, social deixis and spatial deixis are the most dominant deixis in Beauty and The Beast movie script. Finally, there were five types of deixis in the orientation section, complication section, rising action section, turning point section but there are only two types of deixis that are found in the resolution section in the Beauty and the Beast movie script. It is suggested that English teachers and students should be familiar with the types of deixis in the main section of the movie before using it for the teaching and learning process.
{"title":"An Analysis of Deixis in “Beauty and The Beast” Movie Script","authors":"Oktazsya Marjelina Lorenza, Safnil Arsyad, Kasmaini Kasmaini","doi":"10.33369/jeet.8.1.241-253","DOIUrl":"https://doi.org/10.33369/jeet.8.1.241-253","url":null,"abstract":"Deixis has an important role to build the communication process. This research aimed to find out the distribution of scenes, types of deixis are often found and distribution of deixis in all sections of Beauty and The Beast movie script by using Cruse theory (2000). This research used a descriptive qualitative method. The object of this study is Beauty and The Beast movie script by Stephen Chbosky and Evan Spiliotopoulos. Documentation and checklist were used in data collection. The results showed that the distribution of scenes in the Beauty and The Beast movie script are found in the orientation section, complication section, rising action section, turning point section and resolution section. Coda is not found in this movie. Then, person deixis, social deixis and spatial deixis are the most dominant deixis in Beauty and The Beast movie script. Finally, there were five types of deixis in the orientation section, complication section, rising action section, turning point section but there are only two types of deixis that are found in the resolution section in the Beauty and the Beast movie script. It is suggested that English teachers and students should be familiar with the types of deixis in the main section of the movie before using it for the teaching and learning process.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.33369/jeet.8.1.202-218
Sulistya Ningrum, Hilda Puspita, Ahmad Iman Mulyadi
Hedges and boosters in general, and academic writing in particular, assume significant role in allowing writers to mitigate opposing claims while strengthening their arguments supported by reliable data. This study aimed to quantify the frequencies of hedges and boosters used by second language (L2) learners of English in ten ASEAN countries, including China, Hong Kong, Indonesia, Japan, Korea, Pakistan, Philippines, Singapore, Thailand, and Taiwan. Research samples were collected from the ICNALE learner corpus comprising 5,400 two different, determined topics of academic writings. Lancsbox 6.0 was utilized to analyse the sample texts. The results elucidate a notable trend wherein ASEAN English as a Foreign Language (EFL) learners exhibit a preference for boosters over hedges Among the identified overused boosters are completely, really, and always, while overused hedges include usually, often, and maybe. This inclination suggests that EFL learners express confidence in articulating their perspectives. Boosters serve as instrumental tools to reinforce confidence and certainty, emphasize significance and relevance, strengthen persuasiveness, enhance coherence and flow, and establish authority and academic voice. Nevertheless, it is imperative for L2 learners to recognize the importance of hedges in denoting tentativeness, softening criticism, acknowledging limitations, and establishing expertise.
{"title":"Hedges and Boosters in Academic Writing of ASEAN EFL Learners","authors":"Sulistya Ningrum, Hilda Puspita, Ahmad Iman Mulyadi","doi":"10.33369/jeet.8.1.202-218","DOIUrl":"https://doi.org/10.33369/jeet.8.1.202-218","url":null,"abstract":"Hedges and boosters in general, and academic writing in particular, assume significant role in allowing writers to mitigate opposing claims while strengthening their arguments supported by reliable data. This study aimed to quantify the frequencies of hedges and boosters used by second language (L2) learners of English in ten ASEAN countries, including China, Hong Kong, Indonesia, Japan, Korea, Pakistan, Philippines, Singapore, Thailand, and Taiwan. Research samples were collected from the ICNALE learner corpus comprising 5,400 two different, determined topics of academic writings. Lancsbox 6.0 was utilized to analyse the sample texts. The results elucidate a notable trend wherein ASEAN English as a Foreign Language (EFL) learners exhibit a preference for boosters over hedges Among the identified overused boosters are completely, really, and always, while overused hedges include usually, often, and maybe. This inclination suggests that EFL learners express confidence in articulating their perspectives. Boosters serve as instrumental tools to reinforce confidence and certainty, emphasize significance and relevance, strengthen persuasiveness, enhance coherence and flow, and establish authority and academic voice. Nevertheless, it is imperative for L2 learners to recognize the importance of hedges in denoting tentativeness, softening criticism, acknowledging limitations, and establishing expertise.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140395964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.33369/jeet.8.1.174-186
Chinta Ade Putri, Indah Damayanti, Mei Hardiah
This research aimed to find out how the lower class and the upper class are represented in the Snowpiercer movie as well as to find out how the Snowpierce movie portrays values in social life in. Library research (documentation) and descriptive qualitative method were used to conduct the research. The data findings were found by using script and dialogues from the movie and were also identified by using values in social life according to Nurgyantoro (1995:331). The results showed that: 1) there were 2 scenes from the movie that showed how the lower class and the upper class were represented, the 2 scenes described the lower class and the upper class as a shoe and a hat. A shoe was to described the lower class and a hat was to described the upper class. 2) there were 8 scenes from the movie that portrayed Justice values in social life which all 8 scenes showed that Justice values in social life was being ignored. 3) there was 1 scene from the movie that portrayed Frienship values in social life which occured among the people of the lower class. 4) the Harmony values in social life between the lower class and the upper class could not be portrayed in the movie.
{"title":"An Analysis of Values in Social Life in Snowpiercer Movie","authors":"Chinta Ade Putri, Indah Damayanti, Mei Hardiah","doi":"10.33369/jeet.8.1.174-186","DOIUrl":"https://doi.org/10.33369/jeet.8.1.174-186","url":null,"abstract":"This research aimed to find out how the lower class and the upper class are represented in the Snowpiercer movie as well as to find out how the Snowpierce movie portrays values in social life in. Library research (documentation) and descriptive qualitative method were used to conduct the research. The data findings were found by using script and dialogues from the movie and were also identified by using values in social life according to Nurgyantoro (1995:331). The results showed that: 1) there were 2 scenes from the movie that showed how the lower class and the upper class were represented, the 2 scenes described the lower class and the upper class as a shoe and a hat. A shoe was to described the lower class and a hat was to described the upper class. 2) there were 8 scenes from the movie that portrayed Justice values in social life which all 8 scenes showed that Justice values in social life was being ignored. 3) there was 1 scene from the movie that portrayed Frienship values in social life which occured among the people of the lower class. 4) the Harmony values in social life between the lower class and the upper class could not be portrayed in the movie.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"356 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.33369/jeet.8.1.141-155
Dea Silvani, Santiana Santiana, Sitti Syakira
Reflection plays an important role in language learning. Through reflection, students are encouraged to learn how to learn to acquire deeper learning. This study investigates students’ perceptions of digital reflective journals as a means of reflective practice in their ESP classroom. This study involved 45 students who enrolled in a Business English class where they were required to write reflective journals digitally at the end of the teaching and learning process. This study used questionnaires and semi-structured interviews as the instruments to collect the data. The quantitative data from the questionnaire were analysed with the assistance of SPSS to examine the frequency of students’ responses to each statement listed on the questionnaire. Meanwhile, the qualitative data from semi-structured interviews were analysed through the steps of data condensation, data display, and conclusion. The findings of this study revealed that students admitted to the beneficial roles of digital reflective journals. It helped them raise their self-awareness, and develop their critical and problem-solving skills. Besides, they also assumed that writing reflective journals digitally was more convenient because it offered ease of access and flexibility. Therefore, digital reflective journals can serve as valuable tools to improve the quality of language learning that can be considered to be utilized in language classrooms.
{"title":"Reflection in Pixels: Scrutinizing Students' Perspectives on Digital Reflective Journals","authors":"Dea Silvani, Santiana Santiana, Sitti Syakira","doi":"10.33369/jeet.8.1.141-155","DOIUrl":"https://doi.org/10.33369/jeet.8.1.141-155","url":null,"abstract":"Reflection plays an important role in language learning. Through reflection, students are encouraged to learn how to learn to acquire deeper learning. This study investigates students’ perceptions of digital reflective journals as a means of reflective practice in their ESP classroom. This study involved 45 students who enrolled in a Business English class where they were required to write reflective journals digitally at the end of the teaching and learning process. This study used questionnaires and semi-structured interviews as the instruments to collect the data. The quantitative data from the questionnaire were analysed with the assistance of SPSS to examine the frequency of students’ responses to each statement listed on the questionnaire. Meanwhile, the qualitative data from semi-structured interviews were analysed through the steps of data condensation, data display, and conclusion. The findings of this study revealed that students admitted to the beneficial roles of digital reflective journals. It helped them raise their self-awareness, and develop their critical and problem-solving skills. Besides, they also assumed that writing reflective journals digitally was more convenient because it offered ease of access and flexibility. Therefore, digital reflective journals can serve as valuable tools to improve the quality of language learning that can be considered to be utilized in language classrooms.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"362 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.33369/jeet.8.1.174-188
Siti Drivoka, Sulistyaningrum
The emergence of word-processing software assisted students in overcoming academic writing challenges. Other research, however, revealed that it was more concerned with students' academic writing challenges in linguistic problems than with how to handle them using a word processor. As a result, the purpose of this study is to determine how to adopt word processor features to assist postgraduate students who have problems with academic writing. As the study design, a qualitative survey with descriptive analysis was employed. Students' article writing and 10 second-semester postgraduate students from January until June 2023 enrolled in an Academic writing course at one of the universities in Jakarta and served as data sources. Data were gathered through the analysis of students' article writing and an online questionnaire, which were then analysed and interpreted descriptively. This research revealed that word class was discovered to be the most challenging, followed by word mistakes, grammar, and word format in the classroom. It was discovered that using a word processor might assist them the most in overcoming word formatting challenges, followed by spelling errors, grammar, and word classes. As a result, despite the extensive use of word processing tools, students should not abandon reading while writing academically with this tool because it cannot guarantee that it will aid them 100% of the time.
{"title":"Adopting Word Processor Tools to Overcome Post-Graduate Students’ Challenges in Academic Writing","authors":"Siti Drivoka, Sulistyaningrum","doi":"10.33369/jeet.8.1.174-188","DOIUrl":"https://doi.org/10.33369/jeet.8.1.174-188","url":null,"abstract":"The emergence of word-processing software assisted students in overcoming academic writing challenges. Other research, however, revealed that it was more concerned with students' academic writing challenges in linguistic problems than with how to handle them using a word processor. As a result, the purpose of this study is to determine how to adopt word processor features to assist postgraduate students who have problems with academic writing. As the study design, a qualitative survey with descriptive analysis was employed. Students' article writing and 10 second-semester postgraduate students from January until June 2023 enrolled in an Academic writing course at one of the universities in Jakarta and served as data sources. Data were gathered through the analysis of students' article writing and an online questionnaire, which were then analysed and interpreted descriptively. This research revealed that word class was discovered to be the most challenging, followed by word mistakes, grammar, and word format in the classroom. It was discovered that using a word processor might assist them the most in overcoming word formatting challenges, followed by spelling errors, grammar, and word classes. As a result, despite the extensive use of word processing tools, students should not abandon reading while writing academically with this tool because it cannot guarantee that it will aid them 100% of the time.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"336 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.33369/jeet.8.1.156-173
Seva Zakiyyah Putri, Syafryadin Syafryadin, Muhammad Fadhli
In this research, researchers aims to find out the problems and causes of introverted students and introverted students' strategies in speaking English. Researchers used descriptive quantitative methods. In the first questionnaire researchers used a random sampling technique, in which 104 students of SMAN 4 Bengkulu in the Science majors grades 10 and 11 became the sample. And for the second and third questionnaires researchers used a purposive sampling technique, in which 67 students were categorized as introverts. The results of the study showed that introverted students have many problems in speaking English. The problem that most introvert students face is pronunciation problems in speaking English, with a total average of 2.01; then followed by the problem of lack of vocabulary (2.02); and the problem of lack of confidence (2.07). Researchers also found several causes of introverted students' speaking problems, namely students accustomed to using their mother tongue when forced to speak English (2.02) as the dominant cause based on the total average result; feeling lost the topic when speaking English (2.11), and feeling stuck in thinking (2.16). Then the last result, there are three strategies used by introverted students to overcome speaking problems. Metacognitive as the dominant strategy used by introvert students in overcoming speaking problems, the strategy is paying attention (3.25), then followed by cognitive strategies regarding practice strategies (2.79) and the socio-affective strategy regarding cooperative strategies (2.71). The problems and causes that most introvert students face in speaking English are pronunciation problems and students are used to using their mother tongue when they feel pressured. Furthermore, introverted students used many strategies with moderate mean total.
{"title":"Problems and Strategies of Introvert Students in Speaking English","authors":"Seva Zakiyyah Putri, Syafryadin Syafryadin, Muhammad Fadhli","doi":"10.33369/jeet.8.1.156-173","DOIUrl":"https://doi.org/10.33369/jeet.8.1.156-173","url":null,"abstract":"In this research, researchers aims to find out the problems and causes of introverted students and introverted students' strategies in speaking English. Researchers used descriptive quantitative methods. In the first questionnaire researchers used a random sampling technique, in which 104 students of SMAN 4 Bengkulu in the Science majors grades 10 and 11 became the sample. And for the second and third questionnaires researchers used a purposive sampling technique, in which 67 students were categorized as introverts. The results of the study showed that introverted students have many problems in speaking English. The problem that most introvert students face is pronunciation problems in speaking English, with a total average of 2.01; then followed by the problem of lack of vocabulary (2.02); and the problem of lack of confidence (2.07). Researchers also found several causes of introverted students' speaking problems, namely students accustomed to using their mother tongue when forced to speak English (2.02) as the dominant cause based on the total average result; feeling lost the topic when speaking English (2.11), and feeling stuck in thinking (2.16). Then the last result, there are three strategies used by introverted students to overcome speaking problems. Metacognitive as the dominant strategy used by introvert students in overcoming speaking problems, the strategy is paying attention (3.25), then followed by cognitive strategies regarding practice strategies (2.79) and the socio-affective strategy regarding cooperative strategies (2.71). The problems and causes that most introvert students face in speaking English are pronunciation problems and students are used to using their mother tongue when they feel pressured. Furthermore, introverted students used many strategies with moderate mean total.\u0000 ","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"359 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.33369/jeet.8.1.88-105
Fitra Youpika, Sumiyadi, Tedi Permadi, D. Sunendar, Jenny Yandryati
This research is about local literature (folklore) and eco-literacy. It was conducted to find information of the alignment between folklore, literature learning in schools, and students' eco-literacy. This research used descriptive-qualitative research design. The data used for this research is in the form of answers from respondents about written questions that have been distributed online. Total respondents were 89 students from 5 schools (junior and senior high schools) in Bengkulu. Data analysis was conducted through data reduction, presentation (description), and conclusion. The findings of this study are, first, Junior and Senior High School students in Bengkulu like folklores from their district. Most of these students like legend’s type folklore compared to other type stories. Currently, folklores can still be found in the community, although it is not easy because the spoke person are old and many have died. The content of Bengkulu folklores has values or teachings about nature and ecosystem conservation. Second, local literature is taught in junior and senior high schools in Bengkulu. Students enjoy learning literature, especially local literature. The last, the level of environmental literacy among students is still relatively low. This can be seen by the lack of students' attention for waste and environmental conservation. In this regard, learning literature and folklore in schools is in line with students' eco-literacy competencies. However, this has not been implemented optimally, so it is hoped that local literature (folklore) can give contribution in nature and ecosystem conservations by increasing the eco-literacy of students and society.
{"title":"The Alignment of Folklore and Literature Learning in Schools Against Students' Eco-literacy Competencies","authors":"Fitra Youpika, Sumiyadi, Tedi Permadi, D. Sunendar, Jenny Yandryati","doi":"10.33369/jeet.8.1.88-105","DOIUrl":"https://doi.org/10.33369/jeet.8.1.88-105","url":null,"abstract":"This research is about local literature (folklore) and eco-literacy. It was conducted to find information of the alignment between folklore, literature learning in schools, and students' eco-literacy. This research used descriptive-qualitative research design. The data used for this research is in the form of answers from respondents about written questions that have been distributed online. Total respondents were 89 students from 5 schools (junior and senior high schools) in Bengkulu. Data analysis was conducted through data reduction, presentation (description), and conclusion. The findings of this study are, first, Junior and Senior High School students in Bengkulu like folklores from their district. Most of these students like legend’s type folklore compared to other type stories. Currently, folklores can still be found in the community, although it is not easy because the spoke person are old and many have died. The content of Bengkulu folklores has values or teachings about nature and ecosystem conservation. Second, local literature is taught in junior and senior high schools in Bengkulu. Students enjoy learning literature, especially local literature. The last, the level of environmental literacy among students is still relatively low. This can be seen by the lack of students' attention for waste and environmental conservation. In this regard, learning literature and folklore in schools is in line with students' eco-literacy competencies. However, this has not been implemented optimally, so it is hoped that local literature (folklore) can give contribution in nature and ecosystem conservations by increasing the eco-literacy of students and society.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.33369/jeet.8.1.129-140
Fegi Kurniawan Dwi Putri, M. Mukhrizal, Zahrida Zahrida
The objective of this research was to find out the students’ dominant difficulties in translating an editorial text of The Jakarta Post. The subjects of this research were 30 seventh semester students of Education Study Program at Universitas Bengkulu in the academic year 2020/2021. This research used a quantitative descriptive method. The data were collected with a questionnaire and were counted in percentage terms. The results of this research showed that there were 5 students’ dominants difficulties in translating the editorial, i.e. a.)The difficulties in understanding unfamiliar words(60%), b.) The difficulties in understanding the texts although they understand the meaning of the words but they could not understand it coherently. Sometimes one sentence looked like disconnected with another sentence so it became odd (57%),c.)The difficulties in understanding the difficult sentences (47%), d.)The difficulties in translating the words that had multiple meanings which made it difficult for them to determine which meaning was correct and in understanding the ambiguous words (43%), and e.)The difficulties in translating phrases (43%). In conclusion, among all the dominant difficulties in translating the editorial the most dominant one was the difficulties in understanding unfamiliar words (60%). It was suggested that the undergraduate students should study lexicology and syntax intensively.
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