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

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Code Switching and Code Mixing in English Language Learning Class Theresya Adhelya Pharamita; Mei Hardiah; Indah Damayanti
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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.v1i3.117

Abstract

This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.
Engagement Markers in Discussion Section of Research Articles Written by English Education Students and Articles Published in Reputable English Journal Suri Aisyah; Mei Hardiah; Muhammad Fadhli
Journal of English Education and Teaching Vol 6, No 1 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.1.1-13

Abstract

Some studies concerned about engagement markers (EMs) have been conducted among international authors. However, it does not literally trigger Indonesian scholars to study this discipline. Based on this fact, this research aimed to compare EMs in the discussion section of research articles (RAs) written by English Education students of Bengkulu University and RAs published in a reputable English journal. The corpora were analyzed by using the documentation checklist with a quantitative approach. The results showed that the more frequent types of EMs employed by students were knowledge appeals and directives. Similarly, experienced authors of RAs published in the reputable English journal employed the same dominant EMs. However, the order of minor prevalent markers in both corpora differed slightly. The Chi-square test result indicated that the differences in EMs between both corpora were significant in quantity (with Asymp sig. 0.000). More specifically, the experienced authors used a more considerable amount of EMs. In conclusion, the higher frequency of EMs in experienced writers’ RAs signifies the authors’ awareness of using EMs to construct relationships with readers. Therefore, it is essential to emphasize the use of EMs in academic writing. Further study is suggested to analyze the accuracy of EMs in the corpora and focus on a particular type of EMs for achieving more comprehensive findings.
Illocutionary and Perlocutionary Acts on Youtube Videos Employed by Niana Guerrero Muthiara Chairani; Dedi Sofyan; Mei Hardiah
Journal of English Education and Teaching Vol 4, No 3 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.3.413-430

Abstract

This research is aimed at finding the illocutionary act types performed by Niana Guerrero in her YouTube videos and the perlocutionary effects performed by the hearers in Niana Guerrero’s YouTube videos. This research employed a qualitative descriptive research. The subjects of this research were two of the most viewed videos uploaded from May 2019-August 2019. After listing, selecting, and collecting the videos, the videos were watched several times to ease the researcher in transcribing them. In analyzing the data, the researcher only took the interactional conversations which enabled Niana to deliver her intentions to the hearers directly and enabled the hearers to fulfill Niana’s intentions directly as well. The illocutionary act data performed by Niana Guerrero were classified using an instrument following Searle’s theory and the perlocutionary effect data performed by the hearers were classified using an instrument following Gu’s theory. The first finding showed four illocutionary act types performed by Niana Guerrero namely representative, directive, commisive, and expressive. The second finding showed all of the six perlocutionary effect types performed by the hearers namely motor reflexive response, emotive response, cognitive response, negative response, verbal response, and physical response. By performing four types of illocutionary acts, Niana Guerrero may have various ways to express her intentions to the hearers. Meanwhile, the hearers may have various ways to fulfill Niana Guerrero’s intention by performing six types of perlocutionary effects. These speech acts create the communicative effects that cause Niana Guerrero having many subscribers and viewers in her YouTube channel by establishing highly interactive, joyful, and interesting situation.
An Analysis of Onomatopoeia in Peanut Comic By Charles M. Schulz Muhammad Rifqi Firdaus; Mei Hardiah; Indah Damayanti
Journal of English Education and Teaching Vol 5, No 2 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.2.248-256

Abstract

The aim of this research is to find out the type of onomatopoeia that used in the comic, the meaning of the onomatopoeic word, and the syllabic structure of the onomatopoeic word. The object of this research is a Peanut comic by Charles M. Schulz. The theory used in this research is based on Ullman’s theory. The result showed that there were two types of onomatopoeias found in the comic, the primary and secondary onomatopoeias. From 71 words, the dominant type found was the secondary onomatopoeia. It was also found that some forms of onomatopoeia have the same word with different meaning, depended on the subject and object that produces the sound. Some words come up more than once according to the storyline in the comic. The form of syllabic structure that the mostly used is Consonant-Consonant-Vocal-Consonant or CCVC, there were 20 out of a total 71 onomatopoeia that have the CCVC form.
The Effect of Jigsaw Method on Reading Comprehension in Non-Major English Basic Science Students Nurjannah Nurjannah; Mei Hardiah; Muhammad Fadhli
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.412-428

Abstract

This quasi-experimental research aimed at identifying the effect of Jigsaw Method on students’ reading comprehension in non-major English basic science students at University of Bengkulu. The sample of this research was 78 students from nursing class who took general English courses at Bengkulu University at Academic Year 2022/2023, the students were divided into experimental group (38) from class 2A Nursing and controlled group (40) from class 2B Nursing. The data were collected by using a valid and reliable test which consists of 30 items which represent 5 aspects of reading comprehension that is main idea, detail questions, references, inference, and vocabulary. Furthermore normality and homogeneity data has been checked before the data were analyzed statistically. The paired sample test results indicate that there was a significance improvement (0.000) in students reading comprehension in experimental group, but no significance improvement were found in controlled group (0.735). Furthermore, the result of independent sample test revealed that the reading comprehension achievement of the students in experimental group were significantly (0.000) better than that of those in controlled group. The result showed students who study using expert groups were able to discuss freely with one another. This result suggests that Jigsaw Method was appropriate to be implemented to improve reading comprehension for students in non-major English basic science.
Co-Authors Dedi Sofyan Indah Damayanti Muhammad Fadhli Muhammad Fadhli Muhammad Rifqi Firdaus Muthiara Chairani Nurjannah Nurjannah Suri Aisyah Theresya Adhelya Pharamita