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Lexical and grammatical errors in Indonesian-English translated texts: A text analysis on Indonesian EFL students’ translation work Salma Mu'min Shiddiq; Lulud Oktaviani; Sakhi Herwiana; Citra Suryanovika
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1674

This current study aimed to find out lexical and grammatical errors in Indonesian to English translation texts made by Indonesian EFL learners in a private senior high school in Lampung. A qualitative case study design was adopted in this research. Documentation and literature review were used as the research instruments. To obtain the data, the researchers used 15 simple sentences and a short text in Indonesian. A total of 25 students participated as the sample in this research. The results suggested that there was a total of 402 errors made by the students and the students made more grammatical errors than lexical errors. Regardless of the discrepancy in students’ CEFR level, the most frequent errors found in students’ translations were omissions (97 items), confusion of sense relations (73 items), misformations (46 items), and distortions (40 items). After identifying the errors, the researchers also attempted to describe the possible sources of errors to fill the gap in previous studies. Based on the analysis, the possible factors influencing the errors were the transfer of phonological system, transfer of lexico-semantic errors, transfer of morphological elements, transfer of grammatical elements, transfer of stylistic and cultural elements in interlingual errors, and communication strategy-based errors and learning strategy-based errors in intralingual errors. HIGHLIGHTS: Both intralingual and interlingual errors played essential roles in influencing students to commit errors when translating texts from Indonesian into English. The students committed more grammatical errors than lexical errors. It is evident that errors are rule-governed and systematic in nature, meaning that the errors committed by the students are not randomly produced but are systematic deviations of patterns in the input of language norms in which the learners have been exposed or have learned.

Gender learning in Alice Munro’s short story entitled “Boys and Girls” Ratna Asmarani
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1688

The issues around gender is inexhaustible since gender can be analyzed from many perspectives. The focus of this paper is to discuss the gender learning experienced by the young girl in a short story entitled “Boys and Girls” written by Alice Munro. The discussion includes the young girl’s gender defiance, gender learning, and gender acceptance. To support the discussion several issues around gender are reviewed. Besides a comprehensive definition of gender, issues concerning doing gender, gender identity, gender order, gender segregation, gender learning, gender presentation, gender display, and others are reviewed. The analysis is also combined with the conversation analysis by considering the influence of the language that leads to gender learning of the female character in the short story. The methods used are a combination of library research method with its close reading, qualitative method, and contextual method. The result shows that gender learning is inevitable especially in an isolated place. Although the young girl tries to defy the gender learning she finally has to accept it. This situation correlates with Simone de Beauvoir’s statement “ONE is not born, but rather becomes, a woman” (De Beauvoir, 1956: 273) in her phenomenal book The Second Sex. Thus, the short story implies that being a girl in a strict male context is not easy, she has to surrender to the gender roles that are constructed for her, and the chances to actualize herself is limited or even non-existent. HIGHLIGHTS: Gender construction is spread naturally through many ways, such as gender identity, gender order, gender display, or gender learning. The spread of gender construction can be done through daily examples or through language learning. Whatever gender defiance is carried out to escape from the gender construction, in the end, incessant gender learning results in gender acceptance.

The boosting academic literacy for young learners’ reading comprehension and character building Elli Setiyo wahyuni; Sri Wahyuni
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1698

Reading habit is important to be introduced to young learners. Through academic literacy, students not only comprehend social and science texts but also enhance their character. To realize the literacy program in these lessons, a team-game tournament is used that consists of a presentation, group discussion, reading tournament, and the award. The study uses a qualitative research method that applies a semi-structured observation guide and interviews sixth-grade students in one primary school in Indonesia. The observation indicates teaching techniques for improving reading comprehension, and the interview shows the impacts of academic literacy in the team-game tournament (TGT) on students’ knowledge. The findings show that academic literacy improves understanding of social and science texts, and moral values. This is an integrated skill because students get academic knowledge and character building. Students know how to comprehend passages related to social and science, as well as how to communicate the information through presentation skills. Academic literacy is proven to be an effective strategy to improve understanding and fluency in written and spoken forms. The study recommends that team-game tournament provides practices not only in reading but also in writing and speaking skills. Team-game tournament is an interesting learning method to have fun activity in the modern era of English teaching for young learners. HIGHLIGHTS: Academic literacy in team-game tournament (TGT) strategy is suggested to boost young learners’ reading comprehension and character building. Academic literacy improves the students’ understanding of social and science texts, and moral values. Academic literacy promotes fun learning in writing, reading, and speaking skills.

Vocabulary development of EFL young learner after long peer interaction with video games Slamet Asari
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1708

The development of online games nowadays is not only for the purpose of entertaining but it can also be for English learning purpose since English language is commonly used as a language of instruction there in the games. Many researchers have developed online games on language use, one of which is English that focuses on vocabulary development and communicative language functions. This present study aims to find out or investigate the interactions and vocabularies learned by EFL learner while playing video games. The design of this research was a case study with a high school student. The data was taken from observation, videotaping peer interactions and depth interviews. The result indicated that he interacted not only with games but also with friends or teachers in English classrooms in gaining vocabulary (incidental vocabulary learning). The interaction occurred incidentally where they learned new vocabulary from interaction with video games and expressively used them in realistic situations. The data analysis relieved different words EFL Students learned from video games interaction as good as vocabulary gains. It included vocabulary support and learning patterns, spontaneous vocabulary interaction, and vocabulary improvement in video games interaction skill. As a result, this research found a potential theory that was implemented unconsciously in the observation of activities. This research can be used as a way for both teacher and student to optimize vocabulary development. HIGHLIGHTS: EFL students interacted in an incidental manner in which they learned new vocabulary through interaction with video games and expressively used it in realistic situations. The supports from peer did not appear in every interaction episode because they occurred incidentally within the real flow of the engagement and because the goal of such spontaneous talks was not to teach him the language meanings. Subject was more likely to pick up and use specific word in future scenarios with other peers. He engaged in self-regulated learning unconsciously.

Affective factors and eustress-distress of nursing English students: A comparison analysis Khoirul Anwar; Nirwanto Maruf; Yudhi Arifani; Marwa Mansour
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1711

Studies outside of cognitive aspects, especially on psychological and affective factors, still have limited findings. In fact, these two issues contribute greatly to the success of English for Academic Purposes (EAP). This study aims to identify level of eustress-distress, anxiety-self-efficacy, and comparisons between these variables on learning performance of nursing students. This study used a mixed-method, a comparative study using closed and open questionnaires, and EAP reading test to 95 nursing students in the program of EAP. Certainly, the analysis used correlation and comparison tests using PLS-SEM and qualitative analysis of open questionnaires. The results showed that level of eustress-distress, and anxiety-self-efficacy of students were quite satisfactory. This means that students have ability to adapt positive reactions to learning pressure, more enthusiastic, and develop good self-confidence. Although distress does not influence self-efficacy and learning performance, it does have a significant impact on eustress. There is a strong impact and correlation between anxiety on self-efficacy, and self-efficacy on learning performance. So self-efficacy shows a strong moderating variable to bridge anxiety and learning performance. Qualitative findings also show that there are internal and external factors that contribute to the growth of eustress and self-efficacy. Further recommendations on these findings are also presented at the end of this study. HIGHLIGHTS: Affective factors are psychological constructs related to personality that impact foreign language mastery and provide benefits to language learning methodologies. Affect refers to feelings or emotions, including anxiety, self-esteem, motivation, attitude, and personality traits. The affective factors that influence language input are often referred to as "affective filters.” Eustress is an adaptation process in which an organism survives by changing its behavior and circumstances, to increase buffer zone, and result in an increase in the body's adaptive abilities. In simple terms, eustress is a positive adaptive response to a stressor by individuals. Distress is an unpleasant or negative emotional reaction to stress. Often students experience stress and psychological pressure due to an increase in burden of academic performance and personal factors, for example associating with new peer groups.

Designing unlocked gramm application to promote students’ self-directed learning Ninuk Indrayani; Sofkhatin Khumaidah
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1716

The process of self-direction is viewed as essential for achieving worthwhile and significant educational achievements. It is related to setting up learning objectives, keeping one's intentions, and aiming for high-quality learning. In order for students to reach the ultimate educational goal of being continuous learners with the ability for future educational progress, learning interests, and possibilities for lifelong learning, self-direction with the involvement of technology is considered as crucial. The objective of this study was to create the Unlocked Gramm mobile application, which would increase students’ motivation to learn grammar and promote students' self-directed learning using Design and Development (D&D) methodology as research design. Questionnaire with quantitative analysis and interview for qualitative analysis were used to examine the design, development, and evaluation of the media. The study was considered successful with the score of Likert Scale 3.8 from the range 1-5 to the fact that the generated application was a good medium and satisfied the requirements for an appropriate media based on the evaluation results. Using Unlocked Gramm can be challenging and a solution for both teachers and students to keep themselves interested in and motivated to actively learning grammar. The main goal is to encourage self-directed learning as a crucial element of adult education, which leads to the students' successful learning. It is imperative to put self-directed learning into practice, particularly in formal educational settings like higher education institutions. HIGHLIGHTS: Technology and self-directedness support lifelong learning Unlocked Gramm touches the interest of digital native in learning Grammar A fun Grammar learning can be done at anywhere and anytime with Unlocked Gramm

Students’ essay writing anxiety: A narrative study of Indonesian tertiary EFL learners Dinda Faismaul Ro’ufiyati; Moh. Arif Mahbub
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1717

Recent years, numerous studies across the world have examined EFL learners’ writing anxiety through their writing test. Yet, there is limited study on investigating learners’ anxiety in essay writing, particularly contextualized in Indonesia. Viewed from the lens of narrative study, this article explores the lived-experience of the university students’ essay writing anxiety situated in a private university in the eastern Java, Indonesia. Two students enrolled in “Critical Essay Writing” Course (KBI112) volunteered to be involved in the study. Grounded in the thematic analysis (Braun & Clarke, 2006) as an analytic lens, findings indicate that the major factors significantly contribute to learners’ essay writing anxiety include: low level writing skill and confidence; learners’ self-efficacy; self-esteem; lack of grammatical knowledge; gender; instructor’s negative feedback; and writing motivation level. Empirical data also reveals that the students with higher writing anxiety level tend to produce low quality writing products and vice versa. This empirical evidence suggests that both teachers and students are highly required to intensify their efforts to create positive learning environment that can make the students to manage their feelings so that they can produce the better quality of essay writing products. This article also discusses pedagogical implications for classrooms and further research, limitations and recommendations. HIGHLIGHTS: Learners' writing anxiety was significantly affected by both internal and external factors. Learners with higher level of anxiety tend to produce lower writibg performamce. Managing learners' emotional feelings is a must-do action to reduce their writing anxiety.

EFL learners’ perception and attitude in synchronous meetings through Zoom videoconferencing Ahmad Ridho Rojabi; Praptika Septi Femilia
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1722

Recently, incorporating technology in English as a foreign language (EFL) courses has been the topic of much debate. Technology can facilitate student interaction in the learning process and create an interactive and communicative classroom environment. Zoom is a solution for faculty members to engage and motivate students in virtual courses as it provides real interaction and direct feedback. This present study aimed to explore EFL students' perceptions as well as attitudes toward synchronous learning through Zoom Videoconferencing. The participants were 72 undergraduate students in the Intensive Reading course. The data was collected through questionnaires, observations, and interviews. The contents of the instrument were validated using expert judgment. The quantitative data were analyzed by using descriptive statistics while qualitative data were analyzed using thematic coding. The findings demonstrated that students had positive perceptions of Zoom videoconferencing in terms of actual use, perceived ease of use, intrinsic motivation, behavioral intention, and attitude. Further research into using Zoom videoconferencing to develop innovations in an online course is strongly recommended. HIGHLIGHTS: Zoom videoconferencing provides several benefits in terms of actual use, perceived ease of use, and satisfaction. Positive perceptions among students are related to their habits as digital natives and adjustments in post-pandemic classroom instruction which integrate technology in the educational setting. The learners’ positive attitude, they were satisfied with the course content, they felt comfortable participating in group discussions since the faculty designed interesting tasks and well-instructions and explanations. By doing so, this fun atmosphere in the teaching and learning process could promote peer interaction and build their social community. Synchronous videoconferencing can create an accessible, flexible, and effective classroom environment, facilitate an engaging online learning environment, and increase interactive and communicative interaction between teachers and students. By doing so, faculty members can create virtual courses utilizing Zoom videoconferencing for live interaction and an engaging classroom environment.

Hybrid learning of ESP in Agriculture field: Students’ perceptions and learning experiences Sugeng Susilo Adi
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1725

This research has the objective of describing the learning perceptions and experiences of students of the Agro Eco Technology Study Program while attending the English for Specific Purposes (ESP) course that is organized with the mode of hybrid learning. The students who became the subject of this research were those who study at the Kediri campus of Universitas Brawijaya. They are freshmen who had previously for two years experienced full online learning while studying in senior high school. This research used a mixed method, meaning applying both quantitative and qualitative approaches. Data are in the form of survey results and of interview results with several related parties, observations, and other relevant documents. Research results indicated that student perceptions regarding ESP learning were that it is able to improve the English language competence of students. Students found that the learning environment of ESP with hybrid learning was interesting, encouraging, enjoyable, accommodating of active participation, and not at all awkward. In addition, the opportunity given by the lecturer to students to show their work orally by uploading videos to a YouTube channel with the ‘everybody is a YouTuber’ program became a point that is perceived as able to encourage the students. They have positive responses about statements on the issues of attitude, of ease, of aspects of benefits, and of English language skills. The Internet connection that is sometimes unstable only became a minor hindrance. HIGHLIGHTS: In hybrid learning, the group of students who learned in the synchronous online class were all actively participating in learning by always turning on their cameras. They were proud when the lecturer compared them to the students of the main campus of Universitas Brawijaya at City of Malang. Students had the opinion that hybrid learning for ESP was conducted in a quite relaxed and not awkward manner. This was even perceived to be easygoing at times. The lecturer initiated the ‘everybody is a YouTuber’ program for the students to take advantage of YouTube to show their oral work for the course in the form of a video recording, for which the link was posted on Google Classroom.

The use of L1 in L2 Learning in the Indonesian EFL context Abdul Muqit; Sahiruddin Sahiruddin; Aly mron; Nurhayati Nurhayati; Intama Jemy Polii
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1741

The issue of L1 usage in the L2 classroom is still open. Historically, using the target language was the most effective method for learning L2. However, some research indicates that incorporating L1 into L2 sessions can also help to improve second language learning. The notion of L1 use is in the L2 classroom has also been associated with the notion of translanguaging in the bilingual or multilingual education. The goal of this study is to ascertain the attitudes and beliefs of teachers and students towards the use of first language in the second language classroom and to determine the extent to which such beliefs regarding the use of first language in the L2 classroom is related to one another to facilitate L2 learning. Participants in this study were 115 students (n=115) and 30 university English teachers (n = 30). A questionnaire was used to obtain the data, and descriptive statistics was employed. The study revealed that teachers and students are generally in favor of using L1 in L2 classrooms (bilingual instruction), depending on the context or goals. The L1 is used primarily to enhance L2 proficiency so that as the L2 proficiency progresses, monolingual approach can be implemented. This study partially supports the viability of a bilingual or co-taught method in the L2 classroom. HIGHLIGHTS: Teachers and students favor using a second language (bilingual approach) to facilitate learning inthe second classroom. For L2 learners to build their L2 skills, they need to be exposed to as much L2 input as possible.L2 learning and development heavily rely on the use of L1 to connect L1 and L2 information. Indonesian EFL classes can adopt the bilingual to monolingual EMI transition paradigm asreferring to students’ proficiency levels.

Home Page

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Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Fika Megawati

Contact Email
jees@umsida.ac.id

Phone
+6281334068278

Journal Mail Official
jees@umsida.ac.id

Editorial Address
Universitas Muhammadiyah Sidoarjo Jl. Mojopahit No.666B, Sidoarjo, East Java, Indonesia

Location
Kab. sidoarjo,

Jawa timur

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Fika Megawati

Contact Email jees@umsida.ac.id

Phone +6281334068278

Journal Mail Official jees@umsida.ac.id

Editorial Address Universitas Muhammadiyah Sidoarjo Jl. Mojopahit No.666B, Sidoarjo, East Java, Indonesia

Location Kab. sidoarjo, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Fika Megawati

Contact Email
jees@umsida.ac.id

Phone
+6281334068278

Journal Mail Official
jees@umsida.ac.id

Editorial Address
Universitas Muhammadiyah Sidoarjo Jl. Mojopahit No.666B, Sidoarjo, East Java, Indonesia

Location
Kab. sidoarjo,

Jawa timur

INDONESIA