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<![CDATA[The impact of video integrated with Bloom’s taxonomy on the improvement of English-speaking performance ]]>
<![CDATA[Ranta Butarbutar]]>;
<![CDATA[Seli Marlina Radja Leba]]>;
<![CDATA[Angla F Sauhenda]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1649
<![CDATA[Speaking has an essential role in students’ performance in the English language subject. This study aims to investigate 30 English language students who are given video in the experimental class. The results show that there is an improvement of participants’ English-speaking performance which is indicated by the increase of scores between pre-test and post-test through four speaking components, such as fluency, precision, lexical, and syntactical. The most significant increase is found in the precision aspect with a pre-test value of 1.00 and a post-test value of 3.07. The results also reveal that both written and verbal communication can be improved by using the method of video integrated with Bloom’s taxonomy. However, the limited participants of the study and the length of drilling speaking are confirmed as the limitation of the study. Besides, it implies video integrated taxonomy Bloom for reducing anxiety in learning speaking and classroom activities research (CAR) investigation are recommendations for future study. HIGHLIGHTS: Video integrated with Bloom’s taxonomy implies the development of linguistics and intercultural communication competence simultaneously. Video facilitates learners to improve meaning and lexical complexity The more learners practice speaking with video integrated with Bloom’s Taxonomy, the better their critical thinking.]]>
<![CDATA[The power of pleasure reading: A narrative inquiry of proficient non-English Learners ]]>
<![CDATA[Ririn Ovilia]]>;
<![CDATA[Risda Asfina]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1510
<![CDATA[A considerable number of studies have shed light on the benefits of ER to English language learning in L2 context. However, there has been no study examining the natural process of how pleasure reading naturally builds up language proficiency. Therefore, this study is intended to divulge the obscure process of how ones unconsciously build up English proficiency by doing pleasure reading. The participants in this study are two non-English learners who have done pleasure reading for, at least, 7 years with no purpose of learning English. Nested in a narrative inquiry methodology, this study examined the participants’ personal stories on the problems they tackle in doing pleasure reading, the gradual process they have been through, their motivation which makes them eager to read, and their unintentionally built up English proficiency. The data were collected through in-depth semi-structured interviews, observation and personal communication. The evidence showed that both participants underwent the language acquisition process in which they were not clued up about the subconscious awareness of language system obtained when reading. They got delectation of reading and achieved language proficiency simultaneously. Conclusively, extensive reading works on improving language proficiency of not only language learners who intentionally read for learning but also those who read only for pleasure. HIGHLIGHTS: The participants underwent the language acquisition process in which they were notclued up about the subconscious awareness of language system obtained when reading. The participants got delectation of reading and simultaneously achieved proficiency invocabulary, reading and listening skills, and grammar. Pleasure reading worked on improving language proficiency of the participants who read for pleasure.]]>
<![CDATA[Teacher talks and their importance for EFL learners ]]>
<![CDATA[Yan Nisa Intan Sistyawan]]>;
<![CDATA[Intan Izza Purnamasari]]>;
<![CDATA[Wafiq Azizah]]>;
<![CDATA[Arifah Mardiningrum]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1652
<![CDATA[In the learning process, the teacher talk is critical because it can help the success of the learning process, especially in mastering English as a foreign language (EFL) at various levels of education. This narrative review aims to determine the form of teacher talk and its importance to EFL learners at different educational levels. This study uses secondary data from 13 journal articles, which are research results on English teacher talk from various levels of education and settings and published between 2010-2020. The articles were accessed through several databases available to the researchers. All data were synthesized based on two research questions. The results of this study were the discovery of 4 categories of teacher talk forms based on (1) speech modification to facilitate learners, (2) the teacher's role as a facilitator, (3) responses to learners, and (4) their attitude in the classroom. Teacher talk is important because it can provide correct language input to learners. This narrative review can provide new insights to EFL teachers at all levels of education regarding the forms of teacher talk that they can use and how the talks can help the learning process and outcomes. HIGHLIGHTS: Teacher talk can be disseminated in the forms of speech modification to facilitate learners, teachers’ role as a facilitator, responses to learners, and teachers’ attitude in the classroom. Teacher talk is important because it can provide correct language input to learners and help them develop and improve their ability to speak English. The forms and benefits of the teacher talk cover any level of education contexts.]]>
<![CDATA[Investigating demotivation factors of esp learners during covid-19 pandemic: A mixed-method study ]]>
<![CDATA[Reza Anggriyashati Adara]]>;
<![CDATA[Achmad Farid]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1661
<![CDATA[Demotivation factors of ESP students need to be analyzed so that teachers and researchers can provide better approaches to teach them, especially during trying times such as Covid-19 pandemic. Thus, the present study aims to analyze demotivation factors of a group of ESP learners during Covid-19 pandemic. In order to obtain its data, the present study applies a sequential explanatory method. A set of questionnaires were distributed to 48 respondents and semi-structured interviews were conducted to five respondents. The results show that the most salient factors which demotivate the respondents are teachers’ competence and teaching styles as well as inadequate school facilities. On the other hand, lack of intrinsic motivation is shown to be the least salient demotivation factor. The results of present study suggest that the respondents seemed to be demotivated because teaching styles and learning materials are perceived as unsuitable for their needs to improve their English skills and future careers as engineers. In addition, online learning was perceived by the respondents as less ideals to teach English despite their intrinsic motivation to learn English for their personal as well as career gains in the future. Possible solutions are also discussed in the present study. HIGHLIGHTS:Demotivation factors among ESP learners need to be investigated because they would provide more information to improve learners’ motivation. The present study shows unsuitable teaching styles and materials can lead to students’ demotivation. Conducting needs analysis seems imperative to provide a better teaching approach as well as materials for ESP students.]]>
<![CDATA[The policy to state HOTS in Basic Competence (KD) of 2013 English curriculum and English teachers’ practice in developing indicator achievement ]]>
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Gusti Nur Hafifah]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1662
<![CDATA[Higher order thinking skills (HOTS) are already a trend in educational sector. The concepts of HOTS are applied in statements of ‘basic competences’ (as known as KD) in the 2013 English Curriculum (syllabus). The purpose of stating HOTS concepts in ‘KD’ to make all of the process of teaching and learning resulted on the students’ ability to be able to think and practice higher order thinking skills in their daily life. As represented in the ‘basic competences’ (KD) of 2013 English curriculum (syllabus revised edition), HOTS can be considered as the significant point in developing indicator (as the objective) of teaching and learning. The development of indicators should be in line with the theory of HOTS, from analyzing, evaluating and creating (based on the revised Bloom taxonomy). However, there are a lot of English teachers who still get difficulties in developing appropriate teaching learning indicators in fulfilling HOTS concepts. In national practice, the policy of implementing HOTS as the basic competences may not be carried out fully by the Indonesian English teachers. There is also a tendency to ignore the discussion of developing appropriate indicator achievement as the learning objectives. HIGHLIGHTS: Curriculum developers should comprehend the concepts of the curriculum and the language theories applied to the curriculum. Basic competence should be developed following the level of Bloom's cognitive skills, particularly to generate students' higher-order thinking.]]>
<![CDATA[English skill of traditional transportation drivers in malioboro yogyakarta ]]>
<![CDATA[Na'imah Na'imah]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1665
<![CDATA[English skills are very important for traditional transportation drivers in Malioboro Yogyakarta. This research analyzes the latest facts about the English skills of traditional transportation drivers in Malioboro Yogyakarta, barriers to mastering English, and their impact. The subject of this research is the traditional driver transportation (pedicab and andong) in the tourist area of Malioboro. The data collection techniques are interviews, observation, and documentation. The data analysis technique used in this research is data reduction, data presentation, and conclusion drawing. The results of this study indicate that : (1) the English ability of traditional transportation drivers in Malioboro is still low (2) The inhibiting factors in mastering English are low economy, old age, limited time, low literacy, low education, no training Free English from the government (3) The impact of the inability to communicate in English well is difficulty in making agreement on service rates and less than optimal service delivery. HIGHLIGHTS: The English ability of traditional transportation drivers in Malioboro is still low The inhibiting factors in mastering English are low economy, old age, limited time, low literacy, low education, no training Free English from the government The impact of the inability to communicate in English well is difficulty in agreeing on service rates and less than optimal service delivery.]]>
<![CDATA[Review locally tailored ELT textbooks to meet primary students’ need: Textbooks development ]]>
<![CDATA[Devinta Puspita Ratri]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1667
<![CDATA[Since there is an emerging issue to strengthen students' local identity particularly in expanding circle countries in the midst of globalization, local culture integration in English language teaching (ELT) has lately grown to answer the challenge. Regarding the case, this study presents a textbook development with local culture integration in ELT for young learners as an effort to build students’ identity at early ages. It exposes that local culture integration can be inserted to all units in the textbooks for primary students which complement the theme-based curriculum as mentioned in the Ministry of Education and Culture Regulation No. 22 Year 2016. It implies that English textbooks with local culture integration may be modified as a viable and acceptable technique of addressing learners' local cultures while learning foreign language. Further, this textbook development provides current guidance for English teachers on how local culture integration in ELT might increase the energy, motivation, and reasoning for Indonesian young learners to learn English in a meaningful context. HIGHLIGHTS: The sections developed in Among Tani English (learning objectives, brainstorming, materials, students’ activities, evaluation) are considered to be sufficient to meet its purpose as a guideline to provide input and teaching activities to assist students' English proficiency. “Among Tani” English textbook is designed in accordance with the thematic-based curriculum for primary school and the topics chosen help students in relating to other disciplines by having a comparable variety of themes to be covered to provides young learners with materials that they are acquainted with. This textbook’s coverage of local culture is based on the environment surrounding students in order to develop students’ cognition, character education, teach students to face threats from outside, and provide students with an overview of community life.]]>
<![CDATA[Digital literacy in EFL learning: University students’ perspectives ]]>
<![CDATA[Intan Pertiwi]]>;
<![CDATA[Rodliyah Rojab Siti]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1670
<![CDATA[The 21st century has widely opened the opportunity for society, specifically in the educational party, to excel their performance in digital literacy. This relates to the competence required in accessing information using media and ICT tools in the process of learning. Technology integration in EFL learning has been a common issue, yet studies in digital literacy in language learning are still scarcely being conducted. This study explores university students’ digital literacy skills and their perspectives on digital literacy in EFL learning. Two instruments were utilized through a qualitative method, including a questionnaire and interview. The findings showed some aspects of digital literacy influencing students’ EFL learning. This involves students’ information literacy, ICT and media literacy, and their perspectives on digital literacy. The result indicated that EFL university students are encouraged to apply digital literacy since almost all learning components are integrated with digital technologies. As a consequence, they showed high awareness to keep up with the latest issue on digital literacy in their EFL learning. HIGHLIGHTS: Digital literacy relates to the competence required in accessing information using media and ICT tools in the learning process EFL university students are required to apply digital literacy skills to their learning process for the learning activity is mostly integrated with information and digital technologies. Providing with the data obtained from questionnaire and interview, EFL university students revealed the urgency of being literate in digital with both challenges and advantages to contribute to one of the essential skills for 21 st century’s future profession.]]>
<![CDATA[Utilizing smartphone-based Pinterest applications in developing EFL students speaking skills in Indonesia ]]>
<![CDATA[Muthmainnah Muthmainnah]]>;
<![CDATA[Abdul Gafur Marzuki]]>;
<![CDATA[Santiana Santiana]]>;
<![CDATA[Erizar Erizar]]>;
<![CDATA[Nursyam Nursyam]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1672
<![CDATA[This study raises the issue of how to improve speaking skills using the smartphone-based Pinterest application for second-semester students. The purpose of this study was to determine the improvement of speaking skills using the smartphone-based Pinterest application for second-semester students. The type of research used in this research is Classroom Action Research (CAR). The research subjects are second-semester students. The research instruments are an observation sheet and a performance test sheet. The data analysis technique used is the descriptive statistical technique. The results of the study on second-semester students, experienced a good increase from the learning outcomes of the first cycle to the second cycle, with the standard value of student learning mastery of 85 classical standards. The average value in the first cycle is 48.00 with the level of completeness of learning outcomes in the first cycle of 10% and 90% incomplete. While the learning outcomes in the second cycle with an average value of 85.46 with the completeness level of learning outcomes in the second cycle of 96%, this figure indicates that the average value of the first cycle and the second cycle has increased so that the smartphone-based Pinterest application in improving speaking skills can improve student learning outcomes. HIGHLIGHTS: Student skills in terms of pressure on speechreading and host script reading have gone up by 2.03; Student skills in terms of grammatical aspects have gone up by 2.2; Students' speaking skills in terms of vocabulary have gone up by 2.04;]]>
<![CDATA[Move analysis and critical thinking perception on third semester students’ review text ]]>
<![CDATA[Fairuz Nadhifah Izdihar]]>;
<![CDATA[Testiana Deni Wijayatiningsih]]>;
<![CDATA[Riana Eka Budiastuti]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1680
<![CDATA[This study also examined third semester students’ critical thinking perception. The aims of this research are to found what are the move-step structure that lies in students' review texts and students’ critical thinking perception. Qualitative method is used as the approach. Totally 33 review texts are analyzed. The result revealed that there are 3 moves found. There are Move 1 in the introduction paragraph. Then Move to via Step 1, Step 2, and Step 3 that found in the interpretative recount. The last move is Move 3 via Step 1 which is found in the evaluation and Move 3 via Step 2 found in the evaluative summation. The result showed 434 moves found from 33 texts. The Move that mostly found were Move 2 via Step 1 which resumed what was the artwork/thing that being reviewed. This research also figured out the perception of critical thinking dealing with their review text writing products. Interview and questionnaire are used to unveil the critical thinking perception of the students. Most of the students still need guidance from their lecturer to develop their writing skills to be more precise. HIGHLIGHTS: The kinds of genre analysis found in review text writing products from third-semester students of English Education in Universitas Muhammadiyah Semarang were Move. There were three moves found in the review text. The move consisted of obligatory and optional. The analysis also showed that some students still reversed in writing the content of the interpretative recount and the evaluation. The students understood the definition of the review text and the communicative purposes. They needed more facts to support their opinion or judgment in the review text. More specifically, the students still require coaching from their lecturer to strengthen their writing skills. The students’ perception of critical thinking in writing review text was still on an average scale, which meant they needed to force again their critical thinking to create better review text.]]>
