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<![CDATA[Compensation strategies in speaking activities for non-English department students: poor and competent speakers ]]>
<![CDATA[Syafryadin Syafryadin]]>;
<![CDATA[Feny Martina]]>;
<![CDATA[Salniwati Salniwati]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.819
<![CDATA[This study investigated the compensation strategies which were used by competent and poor speakers to avoid communication gap in speaking activities. This study used descriptive quantitative desaign. The use of descriptive method because of this study was not searching about compararison or making prediction, but only finding out about mostly strategies used either competent or poor speakers in developing their speaking activities to avoid communication gap. Descriptive research is also chosen because it explores and catches social situation particularly in the class wholisticly, widely and deeply. Data collection used an observation sheet and a questionnaire. Population of this study was 83 students categorized as competent and poor speakers of semester 4 at English Study Program in one of the universities in Kendari. The findings of this study showed that the strategy which dominant used by either competent speakers or poor speakers as their group tendencies that was selecting the topic with the same overall average score of 4.0; competent speakers mostly used selecting the topic with the overall average of 4.0, adjusting or approximating the message with the overall average of 3.6 and using mime or gesture with the overall average of 3.5; poor speakers also mostly used selecting the topic with the overall average of 4.0 and coining word of 3.5. Competent speakers much more used compensation strategies than poor speakers. Thus, its major implication for pedagogy is that compensation strategies are extremely useful as guidance to avoid communication gap in speaking activities]]>
<![CDATA[Effect of teacher and peer written corrective feedback on writing components in EFL classrooms ]]>
<![CDATA[Sonny Elfiyanto]]>;
<![CDATA[Seiji Fukazawa]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.826
<![CDATA[This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance. HIGHLIGHTS: Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts. Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components. Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone.]]>
<![CDATA[Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration ]]>
<![CDATA[Alan Jaelani]]>;
<![CDATA[Amalul Umam]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.829
<![CDATA[Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.]]>
<![CDATA[Using reading while listening in English as a foreign language (EFL) learning context ]]>
<![CDATA[Inayati Fitriyah Asrimawati]]>;
<![CDATA[Margana Margana]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.840
<![CDATA[The benefits of reading while listening for English as a Foreign Language (EFL) learners have been investigated in different EFL learning contexts. Some studies found that simultaneous reading while listening promotes positive impacts on students’ reading and listening skills. It also helps L2 learners’ fluency and comprehension of reading and listening. Moreover, it can assist L2 learners in acquiring new language input in a new learning environment. Hence, this article reviews some research papers related to the implementation of reading while listening (RWL) program in EFL learning context. Furthermore, to answer the research questions: 1) What is reading while listening?; 2) What are the effects of using reading while listening for EFL learners? How to apply the reading while listening program within the EFL classroom? To answer these questions, this article examines the use of RWL for EFL learners based on the research methodology, subject, instrument used, result and suggestion, including the principles of implementing simultaneous reading and listening within the EFL classroom. HIGHLISGHTS Highlights Reading While Listening (RWL)simultaneously can support students with low reading or listening fluency rate. Simultaneous reading while listening affects students reading and listening skills for a long period of time. A guideline of RWL program implementation based on ER/EL principles is discussed thoroughly.]]>
<![CDATA[EFL students’ perception on the use of Grammarly and teacher feedback ]]>
<![CDATA[Mohammad Amiqul Fahmi]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.849
<![CDATA[Many studies on the Automated writing evaluation (AWE) Program predominantly focused on the outcomes of the students writing and the comparison between AWE programs. However, studies investigating the students' perception on combining an AWE program and teacher feedback are still insufficient. This study examined the students' perception on the use of Grammarly and teacher feedback on their writing. It also sought to know whether the students' English proficiency level influences their perception. The participants included 26 undergraduate students of the Faculty of Law who were taking an English for Specific Purpose (ESP) Writing course when the data were collected. The data were the students' responses to the questionnaire and their TOEFL scores. The result of the analysis showed that the students perceived the use of Grammarly and teacher feedback positively. Furthermore, the students' perception on the use of Grammarly and teacher feedback was not influenced by their English proficiency level. Students of high and low English proficiency levels gave positive responses to the use of Grammarly and teacher feedback. HIGHLIGHTS: Combining two kinds of feedback (AWE program and the teacher) providers will produce the feedback that is truly helpful for both the teacher and the students. The role of teacher feedback cannot be neglected as it can complement the demerits of the AWE program. English teachers should consider the appropriate approach when using Grammarly for students with certain English proficiency level because students from different English proficiency levels need a different approach.]]>
<![CDATA[Automatic speech recognition in computer-assisted language learning for individual learning in speaking ]]>
<![CDATA[Esti Junining]]>;
<![CDATA[Sony Alif]]>;
<![CDATA[Nuria Setiarini]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.867
<![CDATA[This study is intended to help English as a Foreign Language (EFL) learners in Indonesia to reduce their anxiety level while speaking in front of other people. This study helps to develop an atmosphere that encourages students to practice speaking independently. The interesting atmosphere can be obtained by using Automatic Speech Recognition (ASR) where every student can practice speaking individually without feeling anxious or pressurized, because he/she can practice independently in front of a computer or a gadget. This study used research and development design as it tried to develop a product which can create an atmosphere that encourages students to practice their speaking. The instrument used is a questionnaire which is used to analyze the students’ need of learning English. This study developed a product which utilized ASR technology using C# programming language. This study revealed that the product developed using ASR can make students practice speaking individually without feeling anxious and pressurized.]]>
<![CDATA[Self-organized learning environment teaching strategy for ELT in Merdeka Belajar concept for high school students in Indonesia ]]>
<![CDATA[Muhammad Anis]]>;
<![CDATA[Choiril Anwar]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.869
<![CDATA[As the development of the industrial revolution takes place, disruptions are happening constantly in almost every major sector of the current industries. Companies and organizations complained about the competencies of the graduates entering the work force. This matter questions the readiness of the education system in preparing the students for the real world. Problems in education such as the regulations, strict policies and instructions from the government are undermining the role of the teachers to do what they think best for their students. This standardization has harmed the motivation and enthusiasm to learn, especially in English language class. Lack of motivation and English Language competency could harm students’ opportunity in accessing the vast global network of knowledge. Merdeka Belajar and SOLE are the promising alternatives in improving ELT. This article is somewhat a position paper trying to clear one side of a debatable opinion about a hot issue. It aims to persuade the reader that our opinion is valid and defensible. In doing so, we then separate the discussion into several parts regarding the analysis of concepts of Merdeka Belajar and SOLE (Self-Organized Learning Environment) related to ELT and motivation in language learning, as well as innovation in education. HIGHLIGHTS: SOLE (Self-Organized Learning Environment) is a concept developed by Sugata Mitra, and the researchers at the SOLE Centre in Newcastle University. SOLE with its highly influenced Constructivism approach lets the learners to take steer of their learning process gives them the ability to make meaning of the subject on their own. Merdeka Belajar (Freedom to Learn) is a new concept that needs to be tread carefully to direct the discussion objectively.]]>
<![CDATA[Video subtitle to teach listening skill of junior high school students ]]>
<![CDATA[Mutmainnah Mustofa]]>;
<![CDATA[Ani Sukma Sari]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.874
<![CDATA[A considerable interest on Information and Communication Technology (ICT) has been growing in the field of English language teaching within a very short period of time. Indeed, ICT is such an essential part in the respective field, in the sense that its progress allows the development of language teaching and learning process through its innovations. This study proposes using video caption as a medium to teach listening skill through integrating the use of ICT with the teaching process. An example of the innovation is the creation of teaching media supported by a software or application called . A well-known subtitle editing program, offers source tools for creating and modifying subtitle in a video. This paper presents the procedures and steps to design video subtitle by using application. Teachers can use it as a reference in designing a teaching media using a video subtitling application which is aimed to make the students more motivated to learn English instructions. Last but not least, it is expected that learning with video caption can be an alternative and beneficial media for teaching, in particular, listening skill.]]>
<![CDATA[Gamification in EFL classroom to support teaching and learning in 21st century ]]>
<![CDATA[Indah Sri Redjeki]]>;
<![CDATA[R. Muhajir]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.882
<![CDATA[In the 21st century, the use of games becomes a trend within adults and youngsters and has recently obtained a massive notice of academics, educators, and practitioners. Gamification is a term used in learning with games that can be used to improve English since it reflects an innovative and captivating learning activity. Several studies on gamification show that it can make students feel more excited and motivated during their effort to elevate their English language skills. In this research, one medium of gamification called Duolingo was explored in grammar learning activities for the second-year students in the subject of “Grammar for Written Discourse”. They used Duolingo from their smartphones to support their grammar learning. This research employed an action research design in which observations, questionnaires, and documentation were used to collect the data. By the end of the result, it can be concluded that Duolingo is a medium that can be effectively used to implement gamification in language learning. It is also confirmed that students gave positive attitudes and results in the implementation of Duolingo in grammar lesson. The results of the research can be used as a reference in facilitating the students with innovative and captivating English learning. HIGHLIGHTS: Duolingo provides some language skills that students can improve: grammar, writing, translating, listening, and pronunciation. However, all respondents assumed that the application was more suitable for grammar since Duolingo gives the right answers and repetitions for the wrong answers. Duolingo understands Indonesian words and automatically correct the wrong words.]]>
<![CDATA[Self-directed learning in spoken grammar activities using poster presentation ]]>
<![CDATA[Neni Marlina]]>;
<![CDATA[Nita Sari Narulita Dewi]]>;
<![CDATA[Yusup Supriyono]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.955
<![CDATA[Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success. HIGHLIGHTS: Learners need meaningful tasks that facilitate their learning autonomy. Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning. The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.]]>
