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INDONESIA
Journal of English and Education
Published by Universitas Islam Indonesia
ISSN : 1978371X     EISSN : 28300947     DOI : doi.org/10.20885/jee
Core Subject : Education,
Education
Arjuna Subject : -
Articles 126 Documents
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Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare Atin Kurniawati
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25740

Abstract

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.
Advanced Writing Courses through Online Learning: Thai EFL Learners’ Perception Satwika Nindya Kirana; Yash Munnalal Gupta
Journal of English and Education Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MEI 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28001

Abstract

The study aims at analyzing Thai students’ perception as EFL learners on advanced writing courses taught and learned online. The participants are 100 Nakhon Sawan Rajabhat University students in Year 3 and 4 majoring in English, English Education, and English for Business Communication. The participants have experienced online writing courses in Research Report Writing, Essay Writing, Creative Writing, and Business Writing subject. The data were collected using a survey and an in-depth interview to 20 of the participants. The results show that the challenges that the students face in learning advanced writing courses online outweigh the advantages. The students’ main problem were the difficulty in comprehending the lessons and the teachers’ explanations as well as the feedback. The second challenge were the poor internet connection. They are problems due to the lack of skills and technical devices. The other problem was due to the more workload in having an online advanced writing courses. And finally the last problem is that online classes make the learners feel alienated, disengaged, and demotivated. Besides the problems faced, the learners admitted that learning advanced writing online provides more flexible time in constructing the pieces of writing and they feel less pressured in writing since the teachers do not supervise them in person.
Exploring Students’ Competences in Building Effective Online Learning during COVID-19 Pandemic Rizki Farani
Journal of English and Education Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MEI 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28004

Abstract

COVID-19 outbreak has caused some significant learning issues for students, such as internet connections, digital competence, heavy workloads, distraction, and difficult time management. However, there is still limited exploration on how students survived in online learning. To fill the void, this study aims to explore specifically how students completed their assignments in pandemic. The method focused on discourse content analysis to investigate students’ personal reflection. There were 22 undergraduate students who shared their reflective notes as main data. Supporting data were obtained from observation in Zoom meeting, WhatsApp group and Google Classroom. All data were analyzed by using COVID-19 Online Learning (CoOL) conceptual framework which includes three inputs: 1) students’ interaction, 2) instructors’ course design and 3) institutions’ facilities. Based on the results, interaction and course design play a significant role in achieving learning goals. They created a careful plan, studiedindependently, collaborated with peers, and consulted their work to the teachers. At the end of the semester, they gained new insight about knowledge and teamwork skills. In conclusion, students were able to survive online learning during the pandemic. Furthermore, teachers’ role is to enhance their effort by providing guidelines and feedback.
Exploring EFL Students’ Speaking Challenges in Their Speaking for Social Purposes Elisathusilawani Elisathusilawani
Journal of English and Education Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MEI 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28010

Abstract

Speaking is a crucial aspect when we learn English. However, speaking activities in class is a challenge for students from different educational backgrounds, such as those from remote areas in Bengkayang, West Kalimantan. This study aims to explore the speaking challenges of Bengkayang students in the Speaking for Social Purposes (SFSP) classes at the English Language Education Program, Universitas Kristen Satya Wacana (UKSW). To collect the data, this study used semi-structured interviews that involved seven students from Bengkayang who had taken SFSP classes. The data analysis indicated some challenges faced by the students, such as a lack of self-confidence, pronunciation errors, and lack of vocabulary. This research also hopes to provide practical tips and tricks for students in overcoming some English speaking difficulties in similar contexts. Recommendations for future research are also discussed. Keywords: EFL students, speaking for social purposes, speaking challenges
Exploring Students’ Attribution: Why Did Students Fail in Their Online Basic Grammar Class? - Putri Indah Lestari
Journal of English and Education Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MEI 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28046

Abstract

Grammar is one of the crucial components that must be mastered by English as a Foreign Language (EFL) students when they want to learn English. Undoubtedly, many students think grammar is quite challenging to understand and master. In an English Language Education Program at a private university in Central Java, Indonesia, many EFL students failed their Basic Grammar classes. Therefore, this study aims to explore the EFL students’ attributions or reasons for their failure in their Basic Grammar class. The data were gathered through a semi-structured interview with five EFL students who failed their Basic Grammar class. My preliminary results indicate some factors that cause them to fail in their Basic Grammar classes, such as the lack of knowledge, internet connection, and students’ factors. Recommendations for future research are discussed.
Exploring EFL Students’ Success Attributions in an Online Academic Listening Class Ruth Cinthya Suwandi
Journal of English and Education Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MEI 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28069

Abstract

Listening is one of the important skills in English as a Foreign Language (EFL) learning and also plays an essential part in the learning process. Even though listening is vital, many EFL students feel that listening is one of the most challenging skills to learn, specifically when dealing with academic listening. This study explores attributions that help students succeed in their academic listening class that was conducted in an online learning environment. The researcher conducted a semi-structured interview with five university students at a private university in Central Java, Indonesia. The findings found out that teacher’s roles, self-efficacy and motivation and the use of technology in online learning help students to pass and gain good grades in an online Academic Listening class. The results are expected to benefit EFL teachers in finding practical ideas to enhance their students’ motivation in the academic listening class and EFL students in finding ways to be successful in their academic listening class. Practical recommendations for EFL teachers and students as well as directions for future research are presented.

Page 13 of 13 | Total Record : 126

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