cover
Article Per Year (5 Year)
All
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
JEES (Journal of English Educators Society)
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 25033492     EISSN : 25033492     DOI : https://doi.org/10.21070/jees
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
 1   2 
Search results for , issue "Vol 8 No 2 (2023): October" : 12 Documents clear
Infusing intercultural awareness in English materials development for 4th grade at Islamic elementary school Ivana Nabilah Qoriroh Mujahidah; Fajar Tri Mahardika; Iman Yutisanto; Roykhanah; Ahmad Riyan; Fardini Sabilah
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1701

Abstract

Embedding intercultural awareness in teaching English is an essential aspect that must be considered. This paper aims to develop the English materials for 4th grade at Islamic Elementary School. The researchers employed mixed-method research to do a need analysis and design the English materials. Choosing and Analyzing the English material from the 4th grade's book was the first step in collecting the data. Then, the researchers spread the questionnaires to the 13 teachers and 71 students as the research participants that have selected purposively. The data was analyzed using explanatory sequential mixed methods, in which the qualitative data was used to explain the quantitative data results. This paper revealed that teachers and students agreed that infusing intercultural awareness is essential to learning English. They also proposed the appropriate materials to be developed with the researchers, such as adding typical food and traditional festival in the introduction materials. After designing and developing the materials, the researchers finally produced online materials in the form of video. The researchers tried to implement the video to get constructive feedback. The students' and teachers' perspectives are almost the same.
Integrating hybrid learning and team-based project in EFL writing class Testiana Deni Wijayatiningsih; Muhammad Muhibbi; Dodi Mulyadi; J-Roel B.Semilla
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1738

Abstract

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning. HIGHLIGHTS: Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category. The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups. The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.
Investigation of university students’ critical thinking in debate: Justification for the “AREL” argumentation process Landry Dwiyoga Daniswara; Bambang Yudi Cahyono
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1766

Abstract

This qualitative research investigated students’ critical thinking in a debate group at a university level. It involved six students who performed a debate that used the Asian Parliamentary System. Data on students’ critical thinking were collected by using field notes and video recording. Content analysis was employed to analyze the data focusing on the use of argument traits of the AREL model. The traits consist of Assertian, Reasoning, Evidence, and Link Back (AREL). Moreover, a self-evaluation questionnaire was distributed to triangulate the students’ critical thinking levels. It was found that students’ critical thinking level was mostly below average. Four out of six students did not meet the score which is the threshold level of a high-level debater. Most of their argument traits consist of Assertion (A), Reasoning (R), and Evidence (E), leaving Link back (L) traits untouched. Interestingly, this research revealed a new finding. Many of the students used a multi-layer structure of argumentation. In practice, they occasionally used Assertions with more than one Reasoning and more than one Evidence. Keywords: AREL, argumentation process, argument trait, critical thinking, speaking, debate HIGHLIGHTS: The components of argument (argument traits) consist of Assertion, Reasoning, Evidence, and Link Back (AREL) and are used to see the argumentation process of debaters. The major argumentation process of debaters was incomplete and inconsistent since they only fulfilled Assertion, Reasoning, and Evidence (ARE). However, some might provide multi-layer argument traits as they could make more than one Reasoning and Evidence under one Assertion. The students’ or debaters’ critical thinking can be measured by the quality of their argumentation process and assessed using a questionnaire provided by Cottrell (2005).
English for nurse anesthetists in Indonesia: The needs analysis Ni Kadek Ary Susandi
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1752

Abstract

ESP is a language teaching approach that targets the current and future academic or work needs of students, focusing on language, skills, discourse, and genres needed to meet the needs through specific teaching and learning methodologies (Anthony, 2015). Thus, the most prominent feature in the design of ESP course is the syllabus based on the students' needs analysis (Basturkmen, 2010). This study aimed to find out the needs of students and lecturers in the Diploma IV of Nursing Anesthesiology also nurse anesthetists in hospitals to design the ESP syllabus for students of Nursing Anesthesiology course in Indonesia. The needs analysis was conducted by distributing a set of questionnaires to all participants. The collected data were analyzed with descriptive statistics and further analyzed based on the comprehensive concept of needs analysis by (Dudley-Evans, T., & St John, 1998). The results revealed that the skills most needed in the target career are speaking and listening. In addition, all the twenty-four topics listed in the questionnaire were regarded as important, including some materials on cultural topics. Based on these findings, it is necessary to develop the ESP course for Indonesian nurse anesthetists with the integration of some cultural materials to help the students developing their communication skills to achieve effective cross-cultural communication in their current academic and future career as nurse anesthetists. English educators teaching this ESP course are recommended to have a fair knowledge about nurse anesthetist and anesthesia-related topics and implement a suitable teaching method emphasizing on teaching effective cross-cultural communication. HIGHLIGHTS: English was used significantly by the nurse anesthetists both in their academic and professional life, particularly spoken English. Along with speaking skills, a good listening skill is also vital, because effective communication between nurse anesthetist and patient requires not only the ability to speak but also to listen and comprehend the utterances spoken. Cultural topics and social skill merit to be included in the syllabus and exercised thoroughly in the learning activities to develop the learners’ communication skills to achieve interaction among cultures. Culturally competent nurse anesthetists will have the influence to improve the quality of anesthesia care leading to better health outcomes for culturally diverse patients.
Adolescent EFL learners’ English assessment preferences: Emergence of ICT-based evaluation Putu Yoga Sathya Pratama; Made Hery Santosa
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1757

Abstract

The incorporation of technology into education has impacted numerous facets, assessment being no exception. This study employed a descriptive-qualitative methodology to investigate the English assessment preferences of adolescent learners. There were 126 eighth-grade students voluntarily engaged and completed an open-ended online survey about issue under discussion. Through interactive data analysis, gathered data were examined qualitatively. The primary results portray three main findings: 1) in general, the majority of participants tend to prefer written over spoken form of assessment in the English lesson; 2) more participants prefer game quizzes as the assessment preference; and 3) the majority of participants believe English assessment should be differentiated to accommodate learners’ diversity. Presented findings illustrate a pattern indicating English proficiency of learners significantly influences their assessment preferences. Additionally, it is discovered that ICT-based evaluation has emerged among recent adolescent learners. As the results span a vast range of topics, it is anticipated that additional study will be conducted utilizing this research's gaps.
Translation techniques used and its shift in Stranger Things movie Arbain Arbain
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1758

Abstract

The use of inappropriate translation techniques can cause distortion and a shift in meaning from the source language to the target language. In addition, the limited space for writing words in subtitles is a challenge for a translator. This study reviewed the use of translation techniques for expressions of fear that were realized in the form of sentences and the shifts that occured as a result of using these techniques. The data were the subtitles of the film Stranger Things season 1. To analyze the data, the researcher used a qualitative content analysis model (Santosa, 2021). In this study, the researcher used the theory of translation techniques (Molina & Albir, 2002). All data were expressions of fear in both English (SL) and Indonesian (TL). In addition, in analyzing the data, the researcher was assisted by two translation experts in analyzing the use of techniques and shifts that occurred in the translation data. In this study, the most widely used technique was established equivalent. With this technique, the translation results sounded natural in the target language. However, the use of reduction and discursive creation techniques distorted the meaning. Specifically, discursive creation distorted meaning in the target language; meanwhile reduction techniques caused a reduction of information. Furthermore, this study found that there was a shift in the function of commanding speech into asking speech due to the use of inappropriate translation techniques. HIGHLIGHTS: Nine distinct translation techniques were identified, with the "established equivalent" technique being the most prevalent. The study analyzed translations from English to Indonesian, highlighting shifts in meaning. Techniques like modulation caused changes, such as turning commanding speech to asking tones, emphasizing the complexities in retaining emotional nuances during translation. This research offers practical implications for translators. It underscores the frequent use of the reduction technique in film subtitles, driven by the constraint of limited on-screen text space. This finding is pivotal for translators working with cinematic content, guiding technique selection.
New challenges to the implementation of active learning methods at Secondary schools in Kambata Tambaro zone, Ethiopia Tesfanesh Telore; Abebe Damtew
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1773

Abstract

The main objective of this study was to find out key factors which affect implementation of active learning methods at secondary schools in Kambata Tembaro zone, Ethiopia. The study was done on the bases of a descriptive survey design. Data sources for the study were 37 English language teachers. Questionnaire and focus group discussion were employed as data collecting tools. Both quantitative and qualitative techniques of data analysis were implemented. Thus, data collected through questionnaire were analyzed using SPSS and data gathered via group discussion were thematically analyzed. Findings of the study revealed that lack of motivation and interest among teachers to fully accomplish their role in teaching, students’ preference of illegal migration than attending school and unsuitable conditions in and around the classroom were the most challenging factors which affected implementation of active learning methods in the schools. It is recommended by the researchers that the government of Ethiopia should take immediate action to facilitate basic needs for the teachers. None Government and Government offices in the zone should work in collaboration to create awareness to the students and their parents on the bad effect of illegal migration. Students, parents, teachers and school administrators at woreda and zone level should deal together to help students achieve their objective of learning by improving the teaching learning habit in the zone.
Conversation diary in EFL class: A perspective, problem and solution Syafryadin Syafryadin
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1782

Abstract

Conversation needs two people or more to be conducted. In doing conversation, diary is needed to help students to speak during conversation. Therefore, this study aimed to know the students’ perception on conversation diary, problems and solution. A mixed method was employed to achieve the research objectives. Thirty six students of English Education Study Program were the sample of this research. The instruments used were questionnaire and interview. The data were quantitatively and qualitatively analyzed by the researcher. The quantitative data were analyzed by using descriptive statistics with calculating mean scores and percentage, while the qualitative one used several stages namely reduction, displaying, and concluding the data. The results showed that majority students had a positive perspective on using diary in conversation class because based on the questionnaire, many students opted strongly agree and agree to all items. However, students faced several barriers namely speaking and psychological factors. In speaking skill, several students were lack of vocabulary, pronunciation, and grammar, while the psychological factors covered anxiety, self-confidence and motivation. Another finding displayed that improving motivation and joining public speaking can be alternative ways to deal with those barriers. In conclusion, conversation diary had benefits for students to support them in speaking. Highlights : Students had positive response towards the implementation of Conversation Diary in the classroom. Some students had problems in speaking, such as lack of speaking skill and psychological factors. Lecturer should provide speaking training to deal with the students' problems.
Translanguaging on ELT writing classroom during National students' exchange: Perceptions and practices Erlik Widiyani Styati; Lulus Irawati
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1795

Abstract

This study aims to investigate translanguaging perceptions and practices in ELT writing classrooms during a national student exchange. It is to identify the perception and to determine the practices of translanguaging in students’ writing. This study used a survey design of quantitative research in nature. The survey involved 24 EFL students consisting of 23 females and 1 male who come from various universities in Indonesia. Those EFL students as the participants were assigned to fill the closed and open questionnaire about their perception oflanguage choice in writing. There are 15 closed statements and 5 open statements in the questionnaire. Besides that, a writing test was also used to learn the practices of translanguaging. The data were analyzed by using descriptive statistical analysis, to find a general description of the research data. The results show that the perceptions are classified into language choice, language brokering, and the use of translanguaging. The practices of translanguaging on students’ writing show that the average score of the student's writing is 76 based on the indicators of the student's writing which are measured based on the aspects of written production of content, organization, grammar, mechanics, and vocabulary. It indicates that translanguaging can help the students achieve the target of writing in English. Translanguaging also assists students in learning English, making meaning, and being more active in class during classroom activities. Students can talk about topics more freely, which helps them express themselves in their writing. Highlights : Translanguaging is the process by which bilinguals use diverse linguistic characteristics or modesof what are referred to as autonomous languages in order to enhance their communicativeabilities. Translanguaging refers to the use of various languages in writing to improve the development ofintricate concepts. This method encourages authors to use their linguistic arsenal, fusing variouslanguages together to communicate ideas in a richer, more complex way. Language learners consider translanguaging is helpful in educational contexts because it enablesthem to use their whole linguistic repertoire to improve their communication skills andunderstanding.
Google Translate in Academic Writing Class: How EFL Learners Use and Perceive It Tesya Savera Ariyanto; Antonina Anggraini Setiamunadi
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1778

Abstract

The purpose of this study is to investigate the perspectives of tertiary level Academic Writing students towards the use of GT in their Academic Writing class; whether they think it is helpful in assisting them in the learning process or not. The researchers attempted to answer the research question of “What are the learners’ perceptions towards the use of GT as a learning support in Academic Writing class?” because there are still very few studies that have examined the use of GT as a learning support tool in Academic Writing class. The study uses a qualitative approach through the use of interviews as a data collection instrument. The interviews were conducted with five participants from the English Language Education program of the Faculty of Language and Arts in one private university in Central Java. The participants are five students who had taken their Academic Writing class in the previous semester before the research was conducted. The findings of the study show that all participants agree that GT is helpful for them in reading and writing journal articles, and also helps them to expand their vocabulary. However, they perceive that they rely heavily on GT to help them finishing their writing assignments. Besides that, they perceive GT as not helping them become more proficient with English grammar.

Page 1 of 2 | Total Record : 12

 1   2 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol 8 No 2 (2023): October Vol 8 No 1 (2023): April Vol 7 No 2 (2022): October Vol 7 No 1 (2022): April Vol 6 No 2 (2021): October Vol 6 No 1 (2021): April Vol 5 No 2 (2020): October Vol 5 No 1 (2020): April Vol 4 No 2 (2019): October Vol 4 No 1 (2019): April Vol 3 No 2 (2018): October Vol 3 No 1 (2018): April Vol 2 No 2 (2017): October Vol 2 No 1 (2017): April Vol 1 No 2 (2016): October Vol 1 No 1 (2016): April More Issue