JEE (Journal of English Education)

Journal Information
ISSN / EISSN : 2459-9719 / 2597-7091
Published by: Universitas Pasir Pengaraian (10.30606)
Total articles ≅ 34
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Kojo Fenyi, Ivy Jones-Mensah, Michael Owusu Tabiri, Emmanuel Owusu
JEE (Journal of English Education), Volume 7, pp 77-102; https://doi.org/10.30606/jee.v7i1.787

Abstract:
Listening skill is one of the four important language competencies. However, it has not received the needed scholarly attention, not only in classroom pedagogy and curriculum planning but also in studies and researches in Applied Linguistics and Teaching English as Second Language. This study therefore attempts an investigation into the teaching and learning of listening skills in the language classroom in Ghana. It focuses on three issues in English as Second Language (ESL) listening comprehension; i) the strategies/methods for teaching listening skills, ii) the challenges for learning listening skills and iii) the ways to overcome the challenges. This descriptive qualitative study, having used two major instruments for data collection; observation and open-ended questionnaire, engaged 200 students and 7 teachers as the sample from selected Senior High Schools in the Agona West Municipality. The analysis of data revealed that indeed clarity of speaker, speed of delivery, learning environments, etc posed challenges to the teaching and learning of listening skills. It was also revealed that combining listening with other skills, predictive and summative strategies were the strategies teachers employed in teaching listening. Then, finally, the solutions to listening comprehension challenges, as revealed in the data, were indicated as including planning, overt student participation, clarity of speaker, assessment strategies, etc.
Doni Alfaruqy, Harits Setyawan
JEE (Journal of English Education), Volume 7, pp 56-64; https://doi.org/10.30606/jee.v7i1.812

Abstract:
Kahoot! as a game-based student response system has been widely used for new virtual learning experiences. On the other hand, the impacts of Kahoot! in learning EFL for university students have not been investigated yet. The objective of this study is to describe students’ perceptions towards the use of Kahoot! in learning EFL and explore students’ learning virtual experience by using Kahoot!. The research method used is qualitative method with data collection technique by using observation techniques and documentation techniques. Interviews were done to collect students’ perceptions. Furthermore, the benefits of using Kahoot! and the description of activities in Kahoot! have been observed. The result of the analysis revealed that students have a positive learning experience toward Kahoot!. As a result, Kahoot! can be used as an additional learning application for reviewing the materials and motivating students to learn English.
Uena Apulisa, Novitri, Masyhur
JEE (Journal of English Education), Volume 7, pp 65-76; https://doi.org/10.30606/jee.v7i1.825

Abstract:
This research discussed the correlation between English department students' habit in watching English movies and their vocabulary knowledge. The background of conducting this research is to see how the possibility of students' habits in watching English movies influenced students' vocabulary knowledge. Furthermore, to find out if there is a significant correlation between English department students' habit in watching English movies and their vocabulary knowledge, this research determines the descriptive correlational method as the research design. After collecting and analyzing the data, it is obtained that the students' habit in watching English movies is categorized in the "high" habit category, and vocabulary knowledge is categorized in "good" ability, and significant correlation value is in moderate level correlation. In other words, it is implied that the students' habit in watching English movies was influenced to the acquisition of students' vocabulary knowledge.
Abdelazim Mabrook
JEE (Journal of English Education), Volume 7, pp 18-38; https://doi.org/10.30606/jee.v7i1.636

Abstract:
Translating idioms is an indispensable part of human life which involves language, thought and action. This study aims to investigate the problems encountered by EFL students in translating English idioms into Arabic or vice versa and set up some solutions. The study hypothesizes that university students are unable to translate idioms from English to Arabic and vice versa. To fulfil this study, the descriptive-analytic method is used and to be followed. A questionnaire is used as data collection instruments. The sample of the study consisted of (20) students from the third and fourth school year at Onaizah Colleges, Qassim, K.S.A. The study found that the differences in the average of the consensus are in favour of the variables that translating idioms is a problematic area for Saudi EFL students. Likewise, EFL students are confused in translating idioms from English to Arabic and vice versa due to poor vocabulary and fixed idiomatic expressions. Moreover, EFL students translate the idioms from English to Arabic and vice versa literally. The study recommends that EFL students should be exposed to a variety of vocabulary, fixed and idiomatic expression in translation tasks. Also, they must be aware of the cultural differences in translation idioms. The study further recommends that deploying fixed and idiomatic expressions in schools' and colleges' aisles could benefit the students in translation.
Kamron Phungphai, Atipat Boonmoh
JEE (Journal of English Education), Volume 7, pp 39-55; https://doi.org/10.30606/jee.v7i1.637

Abstract:
Rewarding system and reinforcement have often been used in language teaching, and they have been used to help improve students’ academic achievements, and learning competition and control desirable behaviours in the English learning classroom. This exploratory study investigates students’ perceptions of the use of rewards in the classroom for enhancing behaviours and self-development. Participants were 29 mattayom 5 high school students (Grade 11) who studied a fundamental English course in Samut Sakhon Province on the outskirts of Bangkok. The rewarding system was then designed to be used during the 12-week sessions. The course was divided into 3 phases, and each phase lasted for 4 weeks. No rewards were given to students in the first phase, and all rewards were given in the second and third phases. At the end of week 4, 8 and 12, participants were required to write reflective journals to examine their perceptions toward the use of rewards. The journals were analysed via thematic content analysis. The findings revealed that receiving rewards influenced students’ positive emotions - enjoyment, excitement, relaxation and engagement. The findings also showed that they were highly satisfied with the use of rewards which enhanced their self-development since a teacher used them as external goals. Rewards were used as positive reinforcement for learning behaviour. The use of rewards was also used to build more powerful activities in the classroom.
Su Khine Oo
JEE (Journal of English Education), Volume 7, pp 1-17; https://doi.org/10.30606/jee.v7i1.479

Abstract:
The art of writing can be seen when, according to Gauding (2009), "authors use symbols to evoke more than a simple, straightforward, literal meaning". In addition to symbols, the art of poetic writing – Parallelism – emphasizes sounds and ideas in the parallel elements through repetition, development or contrast. However, most research on parallelism was done in poetic or biblical writing. This paper points out symbolic representation highlighted through parallelism in the prose-style novel A Tale of Two Cities by Charles Dickens. It explores how symbols categorized by Pickering and Hoeper (1986) were illustrated through types of parallelism by Lowth (1753), Bullinger (1898), Bulkeley (2001), McCoy (2003), Parry (2007) and Kostenberger and Patterson (2011). The results showed that symbols were represented mainly through semantic parallelism which is used to compare people, things and events using literary devices, and clarification parallelism which conveys additional information about the content. It is hoped that this paper will be useful for teachers teaching Dickens' style found in A Tale of Two Cities with a focus on symbols and parallel structures.
Wirda Jannatul Jannah
JEE (Journal of English Education), Volume 6, pp 77-86; https://doi.org/10.30606/jee.v6i2.487

Abstract:
The purpose of this research was to find out the second grade students’scanning skill in reading text at MTs Thamrin Yahya Rambah Hilir. The research design was a descriptive qualitative. The population was second grade students with total number of 77 students and the sample were 26 students. The sample was taken by cluster random sampling. In collecting the data the researcher used reading test it was narrative text to got the data. In analyzing the data the researcher used the components of Narrative Text such as Orientation, Complication, and Resolution. Based on the result of analysiss, the researcher found 4 students (15,3%) had excellent level, 7 students (26,9%) had good level, 11 students (42,3%) had average level, and 4 students (15,3%) had fair level and there were no students who got poor category. It means that students’ scanning skill in narrative text at second grade students of MTs Thamrin Yahya was average.
Aulia Hanifah Qomar, Yulita Sahara Wati
JEE (Journal of English Education), Volume 6, pp 87-96; https://doi.org/10.30606/jee.v6i2.478

Abstract:
The aim of this research is to find out the effectiveness and significance different of using Charades game in students’ vocabulary mastery at SMP Muhammadiyah Ahmad Dahlan Metro. Charades game is the activity that players a word phrase and their teammates try to guess. Charade game is a kind of game in which words are represented in pantomime. This research used an experimental research. The subjects of this research are the students at SMP Muhammadiyah Ahmad Dahlan Metro academic year 2020. There are 20 students of control group and 20 students of experimental group. The research instrument used to collect the data in this research is Test and observation. From the two classes, the experimental and control group, the measurement shows that increasing line of vocabulary mastery in experimental group is higher than control group. The result of pre-test score shows that the average score of the experimental group and the control group are 61,6and 66,6. From the score of both groups, the result shows that the control group is better than experimental group. Then, the result of the posttest in experimental group is higher than control group; the average scores are 74,2for experimental group and 68,8 for control group. It can be concluded that there are effectiveness and significant different of using Charades game in students’ vocabulary mastery. Keywords: Charades, Game, Vocabulary.
Yuliana Ningsih, Wan Yuliyanti
JEE (Journal of English Education), Volume 6, pp 97-104; https://doi.org/10.30606/jee.v6i2.581

Abstract:
Virtual learning is very much important in the 21st century in increasing interest in communicating in EFL classrooms. Edmodo is one of the media used for virtual learning. This research primarily aimed at describing interactive communication and students’ perspective of the online media "Edmodo" as a means of learning the EFL Classroom. The method used is qualitative methods with data collection techniques with documentation techniques, and observation techniques. Students’ perspective were collected by interviews. Besides that advantages of Edmodo and description classroom activities observed. The results of the analysis showed that Edmodo can be used as an effective learning medium. Edmodo, as a learning tool, can also be an easier introduction to students so that English knowledge be interested to communicate globally. Moreover, it revealed that using Edmodo had positive perspective from students towards interactive communication.
Maria Wihelmina Wisrance, Thresia Trivict Semiun
JEE (Journal of English Education), Volume 6, pp 62-76; https://doi.org/10.30606/jee.v6i2.574

Abstract:
This study was aimed at examining the quality of teacher-made English summative test of grade VII and VIII of one of Junior High Schools in Kefamenanu. It applied the descriptive qualitative method by focusing on document analysis. The result showed that both tests given to the first and second-grade students of Junior High School of Biboki Utara are applied on 2 levels of Bloom Taxonomy Revised Theory, they are Remembering (C1) and Understanding (C2). The result of the test indicated that the tests are included in the lowest level of the cognitive domain based on Bloom Taxonomy Revised theory. Besides, certain test instructions in both test A and B needed to be paid more attention since they contain some grammatical errors.
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