cover
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
JEES (Journal of English Educators Society)
ISSN : 25033492     EISSN : 25033492     DOI : https://doi.org/10.21070/jees
Core Subject : Education,
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: Language Education include: English Education English Literature English Linguistics
Articles 134 Documents
Jeopardy classroom instruction: Fostering students’ motivation to learn English vocabulary Kusumaningrum, Widya Ratna; Binarti, Endang
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1211

Abstract

The issue, dealing with gamification to foster learners’ motivation and vocabulary in learning English, has been investigated recently. It is perceived that gamification will directly affect the teaching-learning process and determine the learning ambiance. This study aims to shed light on the extent of the employment of Jeopardy Classroom Instruction to foster EFL learners’ motivation to learn English vocabulary. The study deployed an action research method with three phases of pre-cycle, cycle 1, and cycle 2. Pre-cycle was to document the initial classroom condition before using Jeopardy Classroom Instruction, while cycle 1 and cycle 2 were for knowing the teaching-learning process situation during the use of Jeopardy Classroom Instruction. The participants were junior high school students. The data were collected through observation, closed-ended questionnaire, and students’ score. The results suggested that Jeopardy Classroom Instruction is an adjunct to aid students’ motivation to learn vocabulary. It helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. Also, it mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self-sabotage that might hinder them from learning vocabulary. HIGHLIGHTS: Jeopardy Classroom Instruction helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. It mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self- sabotage that might hinder them from learning vocabulary.
Multiple E-Learning technologies on practicing TOEFL structure and written expression Pratiwi, Damar Isti; Atmaja, Dadang Sanjaya; Prasetya, Henry Widya
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1194

Abstract

The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.
Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure Nuroh , Ermawati Zulikhatin; Retnaningdyah , Pratiwi; Munir , Ahmad
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1145

Abstract

The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning. HIGHLIGHTS: The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.
English and international students’ adjustment in Indonesian higher education: A teacher’s perspective Hamamah; Hapsari, Yulia
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1133

Abstract

International students at higher education in Indonesia encounter an extent of situations amid their adaptations in academic life. These experiences contribute to their satisfaction. As handful of studies within Indonesian context were conducted to identify the international students’ difficulties in adapting to academic life, teacher’s point of view toward the issue is barely available. This study centers at a teacher’s experience in dealing with the international students. Highlight is given to language barrier, not only encountered by the international students but also the teacher. A narrative inquiry was employed involving an academic leader who is also a teacher knowledgeable in internationalization agenda in higher education in Indonesia. Results of the study reveals that the academic adaptation of international students, with the focus of language barrier, was compounded by the absence of roadmap of internationalization policy in national and organizational levels, less-ideal classroom setting, and not effective interaction within classroom with the diversity of people involved. It is suggested that the policy on the proficiency of English language should be regulated to be mastered by students and teachers in international program. HIGHLIGHTS: The lack of policy regulating standard of English proficiency level as entry requirement for international students becomes one of the causes of the language barrier problem that might hurdle the academic adaptation of international students. The composition of domestic and international students in a class as well as the lack of English proficiency of both the teacher and the students has contributed to the difficulties in academic adjustment.
Designing an online work-related language skill for nursing students: A developmental research Nadia, Hafizhatu; Yansyah, Yansyah; Rafidiyah, Dina
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1112

Abstract

Technology brings opportunities to extend the learning environment outside the classroom. An online course can be an extracurricular activity which allows the students to learn English for their career preparation. This article reports a developmental research for designing an online learning module for nursing students to pursue their career abroad. One English teacher and 40 nursing students from a private university participated in this research. Interview and questionnaire were employed to collect the data regarding the students’ need, usability, and the implementation of the product during the field try out. Two experts were also invited to evaluate the quality of the product’s content and instructional technology. The result of this developmental study is an online course and a workbook to accompany the students learning. The findings reveal that online learning has an opportunity to help students to shape their work-related language skills at home. The challenges for the implementation of this course are also discussed.
Low-tech MALL for EFL intensive class among university students in remote areas Hasanah, Shofiyatul; Pradipta, Parahita
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1090

Abstract

Covid-19 pandemic situation has forced EFL teachers and students to create innovation in online classroom activities. Through a case study at one of private universities in Indonesia, this research aim at exploring the implementation of mobile phone used in learning process in low tech Mobile Assisted Language Learning (MALL). The data were collected from observation, in-depth interview, and document review. The findings reveal that mobile phone has an imperative role in concocting student to be full-fledge community, stimulating the feeling of perception, unexceptional mindfulness and teaching of socio-political and social classification. Further, mobile phone and its supporting materials in students’ tools rely upon whether there is appropriate security to keep the device, stockpiling of internet data package, wellsprings of electric supply, gracefully of each provider signal, availability to flexibility access in various areas, especially mountainous to remote area. Regarding the challenges, the students experienced multi-layer intricacies: (a) learning facilities including absence of speed data transfer capacity, (b) students’ awareness and proficiency in English, and (c) techno pedagogical insight over lecturers. This study implies that enhancement on the student capacity at low tech level of learning through mobile phone provide meaningful learning assistance, particularly in term of efficiency during classroom activities
Investigating the English needs of law department students in English for specific purposes Rumalessin, Ummu Artha Tsary; Farah, Rafika Rabba
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1085

Abstract

This present study aims at investigating the students’ target needs in learning ESP Speaking of Law department students. The adapted version of Aliakbari & Boghayeri’s (2014) and Alsamadani’s (2017) questionnaire was used as the main instrument of this study to understand the 45 students’ perception about their needs in learning ESP speaking course. A mixed-method research design was implemented in this present research. Students’ responses were analyzed statistically using SPSS 16.0 by calculating the mean, frequency and percentage. To elicit more understanding on the topic, interview was implemented to senior students in order to get deeper investigation about students’ target needs. The interview data were then analyzed using NVivo 12 Plus. This study reveals that most of the students’ needs are concerned with their professional job in the future so they are able to use English in their fields. Thus, this study provides some highlighting points on what to include in course development. In such a notion, this study suggests lecturers provide specific materials related to law in order to face their professional life either in short- or long-term future needs. . HIGHLIGHTS: This study pinpoints the result of Law students measurement on their self-rating towards their English competences. This study highlights on materials related to Law department that are perceived to be strongly needed and less needed. This study also reveals that according to students’ interview transcript, their needs in learning ESP are found to attain long-term goal compared to the short-term one.
Interactive and interactional metadiscourse markers in research articles of Indonesian expert writers Kustyasari , Dian; Basthomi, Yazid; Anugerahwati, Mirjam
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1082

Abstract

Academic writing articles serve as the medium of communication among scholars to share knowledge and new inquiries and are made in such a way that the idea they deliver is both understandable and accepted. One essential action to accomplish this is by employing metadiscourse markers. Metadiscourse is viewed as an essential element of credible written texts created by students of ESL and native speakers, by which the intelligibility of communication in research articles can be accomplished through suitable discipline conscience, norms, and belief to track the writers’ pathway to academic promotions. Therefore, employing descriptive qualitative approach, this study aims at investigating the utilization of interpersonal metadiscourse markers and their functions in academic writing. Analysing discussion section of research articles written by Indonesian expert writers, the results show that the metadiscourse markers in the articles are found to be similar to the commonly used markers among academic community, including interactive and interactional markers. Moreover, the employment of markers in the articles reveal the functions of them to indicate relation between sentences, involvement of readers, existence of example, limitation of commitment to propositions, emphasis on general practice and certainty, and reference to the writer. HIGHLGHTS: The appropriate utilization of interactive and interactional metadiscourse markers in research articles indicates the international norm of academic writing. The Indonesian expert writer articles fulfill the intelligibility of communication in international research articles. The writing course in the universities needs to emphasize the essential functions of metadiscourse markers.
EFL teachers’ attitudes and competence in developing HOTS-based formative assessment Rachmawati, Dwita Laksmita; Purwati, Oikurema
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1060

Abstract

Nowadays, Higher Order Thinking Skills have been a current trend and focus among teachers and researchers. However, there are still a few researchers who investigate HOTS and connect it with language assessment. This case study aimed to examine Indonesian English teachers' attitudes concerning the use of the HOTS-based assessment. This research has been qualitatively conducted with the aim to analyze the attitudes towards the utilization of the paradigm of HOTS in the creation of good language assessment. The data of this study were collected by using an interview and questionnaire. There are 20 teachers taking part in the study were purposely selected based on their experience and comprehension of the study's issue. The data of this study were analyzed by using descriptive qualitative. This study revealed that despite several situational constraints, all respondents shared their positive attitude to the principles of HOTS owing to several aspects. Despite the teachers' positive attitude towards the implementation of HOTS-based assessment, there was still a lack of knowledge about HOTS. This study suggested that more researchers portrayed teachers' competence in developing based assessment in English subject since HOTS is essential in the implementation of the 2013 curriculum. HIGHLIGHTS: Teacher as a “driver” in the classroom plays a crucial role in implanting HOTS for their students. Therefore, relevant training should be conducted progressively for English teachers, both pre-service and in-service teachers, to improve their knowledge to implement HOTS. Formative assessment can be employed as a “weapon” to promote the learners’ HOTS in this 2013 curriculum.
Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives Novita, Dian; Purwati, Oikurema
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1059

Abstract

It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account. HIGHLIGHTS: The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial. The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.

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