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<![CDATA[Character education in English subject: Teachers' perceptions and strategies ]]>
<![CDATA[Luluk Aulia Aghni]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Ismail Petrus]]>
<![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.v5i2.420
<![CDATA[Character education is a purposeful, proactive attempt to develop good character in students or, more simply, to teach students about the right and the wrong. In relation to character education, the purposes of this study were to find out teachers’ perceptions on character education and their strategies to implement it in the classroom. In addition, this study also investigated the teachers’ problems in implementing character education and their proposed solution. The participants of this study were two teachers of English at one of public senior high school in Palembang and the students from two classes which taught by the two teachers. The data of this study were collected through questionnaire, interviews, classroom observation and document review. The result of this study showed that the teachers agreed that character education was important to be applied during teaching and learning program through the strategies such as group discussion or individual assignment. Students’ personal characters and behaviors stated by the teachers as the problem in teaching the character education and having a communication with students and observing them during teaching and learning process were mention as the ways to solve the problem.]]>
<![CDATA[EFL learners’ phonemic awareness: A correlation between English phoneme identification skill toward word processing ]]>
<![CDATA[Miftakh Farid Rokhman]]>;
<![CDATA[Alies Poetri Lintangsari]]>;
<![CDATA[Widya Caterine Perdhani]]>
<![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.v5i2.467
<![CDATA[This research aims to find out the correlation between English phoneme identification skills and word processing. It applies the quantitative approach with correlation design. The participants are 100 of 3rd- semester students in English Language Education Program. The correlational result reveals that it has correlation with .382 degrees in phoneme identification skill toward blending skill with the significance level .000, and .359 degrees in phoneme identification skill toward segmentation skill with the significance level .000. Then, the correlation result of English phoneme identification skill toward word processing is .462 degree with its significance .000. By the result, awareness to identify phoneme by initial, medial, and final sound correlates to the blending and segmenting skills which influence the comprehension of word. The more the students are able to identify phoneme based on its sound, the more the students will be able to blend and segment phoneme. Lastly, the ability to identify English phonemes is proven to be a skill that supports EFL learners on their productive and receptive skills. Then being able to identify its phonemes will assist on recognizing and processing English words appropriately so that English language teaching can be associated with the use of phoneme-based instruction on its teaching process. Highlights : Ability to identify English phonemes is proven to be a skill that supports EFL learners on their English productive and receptive skills. English phoneme identification skill contributes to blending and segmentation skill since phonemic awareness provides both decoding and encoding skill.]]>
<![CDATA["I can rise up from my adversity”: Situational language learning strategies ]]>
<![CDATA[Febti Ismiatun]]>;
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Eko Suhartoyo]]>
<![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.v5i2.512
<![CDATA[Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.]]>
<![CDATA[Designing pedagogical narrative stories: Delving deeper into problem-solving skills of pre-service English teachers ]]>
<![CDATA[Aprilia Arnis Ginting]]>;
<![CDATA[Paulus Kuswandono]]>
<![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.v5i2.538
<![CDATA[Educating Pre-Service English Teachers (PSETs) to be ready to face challenges is a response to the fast changing globalized world. Hence, preparing future teachers to apply problem-solving skills in dealing with teachers’ challenges in the classroom is necessary. This study was intended to design a set of pedagogical narrative stories which enquire problem-solving skills of PSETs. The pedagogical narrative stories were designed as a supplementary material in micro teaching class to help PSETs understand the complex issues of teaching and learning process. This study was based on ADDIE model. The designed material product consists of six units of teachers’ real life in adapted stories. Each unit contains critical discussion and reflective activities namely: Story, Individual Reflection, Group Sharing, Class Discussion and Resolution. The final product was validated by subject matter expert who has credibility in writing English learning books. The validated outcome showed that the supplementary materials are appropriate for PSETs in micro teaching class. The finding is projected to construct positive awareness on the importance of problem-solving skills to enhance PSETs’ competence in dealing with classroom problems by answering questions more critically and reflectively. HIGHLIGHTS: · Problem solving skills can support PSETs in dealing with unpredicted occurrences beyond mastering knowledge and teaching materials in class. · Factual problems and guided reflections can provide PSETs with story engagement that is close to the real life of becoming teachers. · Through reflective practices, PSETs have opportunities to evaluate and make meaning of their previous educational experiences to become decision makers.]]>
<![CDATA[Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic ]]>
<![CDATA[Aji Budi Rinekso]]>;
<![CDATA[Ahmad Bukhori Muslim]]>
<![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.v5i2.646
<![CDATA[During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.]]>
<![CDATA[Critical thinking in cognitive domain: Exploring assessment of English teaching at pandemic period of covid-19 ]]>
<![CDATA[Erwin Akib]]>;
<![CDATA[Muh. Arief Muhsin]]>
<![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.v5i2.752
<![CDATA[Assessment is an evaluation tool in learning adjusted to the times. The criteria must be included in the assessment are indicators in the cognitive domain and critical thinking. Therefore, this study intends to explore teaching assessments prepared by lecturers in assessing students' cognitive shutter and critical thinking abilities. The data took in the pandemic period of pandemic in Covid-19. The subjects of this study were 269 lecturers who teaching in English education departments in some Muhammadiyas’ university in South Sulawesi. There were 25 items of questionnaires arranged to analyses the teacher assessment based on 10 indicators in critical thinking. The results showed the dominant lecturer measured the ability of students on the C1-C2 scale even though some lecturers had been on the C5-C6 scale. The lecturer learning assessment has implemented indicators of critical thinking skills. The study recommended for future researcher in developing assessment of teaching especially for English department.]]>
<![CDATA[Using podcast for EFL students in language learning ]]>
<![CDATA[Dyan Indahsari]]>
<![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.v5i2.767
<![CDATA[One of the popular products of technology created to support language learning is podcast. As a digital recording, podcast can be used to support English language learning, specifically on the listening skill. This study reviews the effects of using podcast in supporting language learning. The aim of this study is to introduce podcast as a tool for developing language skill. Podcast as a tool has the power to motivate students in learning English. This study reviewed 20 articles published around 2020-2010 to find the effects of using podcast in teaching English to EFL students. The result of this study showed that podcast can increase language ability, especially the listening skill. Furthermore, podcast can motivate students in learning language. Teachers are recommended to use podcast as an interesting technological tool to support language learning for Indonesian students. The students confirmed that podcast is fascinating when it is used in the learning of listening skill. Podcast is a potential choice as an English learning support and it allows teachers to incorporate technology in teaching. It is important to note that the intention is not to replace teacher’s presence with podcast. Therefore, it is suggested that in using podcast teachers should provide proper guidance for their students on how get its full potential. HIGHLIGHTS: Podcasts can be alternative media to foster innovation in English Language Teaching. Integrating podcast into the related curriculum and syllabi to support listening class helps provide more contextual and communicative materials.]]>
<![CDATA[Collaborative writing and process writing approach: The effect and students perception ]]>
<![CDATA[Winarti]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![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.v5i2.773
<![CDATA[Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability. HIGHLIGHTS 1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving thewriting skill.]]>
<![CDATA[Brain-based learning and high order thinking skills effect on students’ writing ability ]]>
<![CDATA[Mukminatus Zuhriyah]]>;
<![CDATA[Ria Kamilah Agustina]]>
<![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.v5i2.778
<![CDATA[In this study, the researchers implemented brain-based learning (BBL) model and the use of the students’ high order thinking skills (HOTS) in the teaching and learning of writing. The aim of this study was to know whether or not there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. This experimental research used a 2x2 factorial design. Two classes of the fourth semester of English Language Department became the population and the sample in this study. The students in both of the classes were divided into the students with high and low HOTS. Then, the experimental class was taught writing by using BBL and the control class used guided writing. Next, the data got from the writing test were calculated by using a two-way ANOVA. The result showed that Fo interaction (10.160) was higher than Ft (4.15) at the level of significance α=0.05. It means that there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. The mean score of the students with high HOTS taught by using BBL (82.44) was the highest. This brings to the conclusion that BBL and HOTS had significant interaction effect on the students’ writing ability. The skills of analyzing, evaluating and creating the students whose HOTS was high worked well when having discussion. The students’ relaxed feelings in BBL class could help them to get information about what to be written in their texts more and more by having discussion.]]>
<![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]]>
