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All Journal Journal of English Education and Teaching (JEET) Jadila: Journal of Development and Innovation in Language and Literature Education
Mulyadi Mulyadi
University of Bengkulu
Languange, Linguistic, Communication & Media

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An Analysis of Professional Teachers’ Questions in EFL Classroom Shelly Navtria; Mulyadi Mulyadi; Hilda Puspita
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 1 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i1.21

Abstract

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitative research. The research was conducted at the tenth grade of SMA N 5 Bengkulu. The data were collected through observation and video recording. The teachers’ questions were analyzed using types according to Taxonomy Blooms revised by Anderson and Krathwohl (2001). The research findings show that both teachers the English teachers only used three from the six types. Namely, remembering, understanding, and analyzing questions. The types that did not appear were applying, evaluating, and creating questions. The modification of modifying questions are repeating and rephrasing. The dominant of remembering questions and how teachers modified the questions are influenced by teachers’ competence, students’ competence, a situation of teaching English language, and teaching material.
Pronunciation Errors of Fricative Sounds Made by English Students Tiara Azzahra Marpaung; Syafrizal Sabarudin; Mulyadi Mulyadi
Journal of English Education and Teaching Vol 5, No 3 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.3.368-380

Abstract

This research aims to identify pronunciation errors position made by students in the English Education Study Program University of Bengkulu and the sound that had the highest error percentage. This research was a descriptive quantitative research. To collect data, the researcher took 19 students from 94 students of the 7th semester in the academic year 2020/2021. The pronunciation test used in this study consisted of 35 words, each of which had one of the seven fricative sounds tested. To analyze the data obtained, researcher used the Audacity application with the help of Google Translate application. Audacity is used to see the amplitude generated from students. Meanwhile, Google Translate is a tool for comparing received pronunciation and pronunciation produced by students. The results of this study revealed that the most pronunciation errors that made by students occurred in the final position when compared the initial and medial. In addition, among seven fricative sounds, / ? / was the highest percentage of errors with 78%. Based on the research results, it can be concluded that the students' pronunciation ability of fricative sounds not affected on the level of the semester is taken but it depends on the position and the fricative sound.
Co-Authors Hilda Puspita Shelly Navtria Syafrizal Sabarudin Tiara Azzahra Marpaung