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<![CDATA[Model United Nations: Improving the Students' Speaking Skill ]]>
<![CDATA[Sukma Septian Nasution]]>;
<![CDATA[Nur Najibah Sukmawati]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2100
<![CDATA[Model United Nations promotes students’ learning opportunities in three successive ways: optimizing individual development through un-moderated caucus, growing competitiveness through working paper forum and sharpening problem solving skill through draft -resolution forum. This is a classroom action research that investigates the improvement of students’ speaking skill taught by using Model United Nations at Pamulang University. Two cycles were conducted where the first cycle consisted of four meetings and the second cycle consisted of three meetings. The population of this study was the fourth semester students in the academic year of 2017/2018. Both quantitative and qualitative data were employed to analyze the data. Quantitative data were in the form of oral test scores taken from students’ public speaking skill. On the other hand, qualitative data were in the form of observation sheet, questionnaire sheet, and documentation. The treatments signified improvements of students’ public speaking skill in each cycle which is represented by the mean score. The mean score of pre-test was 58.775. It improved to 69.525 in the first cycle, and became 78.675 in the last cycle. The observation sheet, questionnaire sheets and documents proved that students performed active participation and engagement during the instructional process that fostered better skill in public speaking.]]>
<![CDATA[Integrating Web 2.0 Tools in Writing Class to Promote Assessment for Learning ]]>
<![CDATA[Movi Riana Rahmawanti]]>;
<![CDATA[Amalul Umam]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2516
<![CDATA[Technology has been implemented for instruction with various resources to explore course content and assess students’ learning. In this study, Web 2.0 tools was implemented in writing classroom for Higher education students. A Web 2.0 tools that was used was because it is known as an online means and has been used to perpetuate interactions and communication within a collaborative learning. Assessment is central to teaching and learning, from which a decision whether or not the goals of education are being met. At the same time, the demand of today’s era makes it quite challenging for educators to find the best way to assess their students. Action research method was employed in the study in which observation and individual semi-structured interviews we re used to collect the data. The result of the study is the knowledge of implementation of Web 2.0 tools in EFL (English as foreign language) classroom, from which a guidance of using Web 2.0 tools to promote assessment for learning will be arrived at. This study concludes that Web 2.0 tools can be applied to promote Assessment for learning, and it has several benefits to the student s to improve their learning quality.]]>
<![CDATA[Designing English For Specific Purpose Materials: A Preliminary Product for Informatics Engineering Context ]]>
<![CDATA[Elok Putri Nimasari]]>;
<![CDATA[Restu Mufanti]]>;
<![CDATA[Rohfin Andria Gestant]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2526
<![CDATA[English for Informatics Engineering (EIE, hereafter) is significantly requisite for tertiary students. Since EIE is one of English for Specific Purposes (ESP, hereafter) branches, it has particular inescapable characteristics. Teaching materials for EIE should be composed and delivered based on those attributes. Although the materials can be adapted from various resources, developing materials for EIE should definitely follow pedagogical standardized procedures. This article aims to present how material development for EIE is designed based on need analysis results described in a previous research (Nimasari, 2018) and developed according to a specific ESP teaching approach. This current study is a further examination of need analysis results implemented in a coursebook for Informatics Engineering students in a private university in Indonesia. As a part of research and development project research, this study focuses on developing preliminary form of product that includes a prototype of EIE coursebook development. A text-based instruction is utilized as a basis approach to design the EIE material. The results of this preliminary product are four lessons of EIE materials. While one lesson will be presented thoroughly in the discussion, the other three lessons will be attached in the appendix.]]>
<![CDATA[Politeness Concepts in “Face to Face with Desi Anwar” on Metro TV: Pragmatic Perspective ]]>
<![CDATA[Mas Darul Ihsan]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2206
<![CDATA[This research is to reveal the politeness strategies and intonation used by Desi and Dalai Lama. It is a qualitative research from the recorded interview of the TV program then transcribed into a text. The data triangulation and peer review are used. First, wants to invite Dalai Lama to search for an interpretation of the possible relevance through her hints. She delivers the information in a focus and it is based on context in the issues of a religious harmony. The utterances are supported by not only a manner expression such as raised eyebrow, puckered brow and shoulder bent forward, but also the intonation in a falling-rising tone. Second, Dalai Lama wants to be optimistic and centers his wants of creating a religious harmony to be unimpeded. The utterances are supported by not only a manner expression such as having a deep breathy voice and shaking his body, showing his finger up and down, but also the intonation in a falling tone. The findings imply that to achieve a mutual understanding in communication, someone should avoid the great mismatch in communication in addition to meet the purposes of communication, have a sense of awareness, and etiquette in the arena of language usage.]]>
<![CDATA[Teaching Essay Writing Using Authentic Materials to Improve Students' Writing Performance ]]>
<![CDATA[Ana Ahsana El Sulukiyyah]]>;
<![CDATA[Rasyidah Nur Aisyah]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2443
<![CDATA[This study used authentic material as the tool in essay writing class. Authentic material is made not for teaching need; it is the material that bring real language knowledge. It can be brought to the class as a learning tool. There two beneficial types of authentic materials; printed and audio authentic materials. This research used authentic printed materials to improve students' writing achievement. This is a Classroom Action Research in three cycles. This study aims to explain in detail the implementation of authentic printed material in writing class and how the authentic material can improve students ' writing achievement. The result is the research has been done in three cycles, because the first and second cycle could not reach the goal. The third cycle finally could reach the criteria of success. The conclusion of this research is authentic material can improve students' writing achievement and it is recommended to use authentic material in writing class and other language classes.]]>
<![CDATA[The Effects of Process-Genre Approach on Academic Writing ]]>
<![CDATA[Rabiat Ajoke Alabere]]>;
<![CDATA[Aspalila Shapii]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2598
<![CDATA[This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.]]>
<![CDATA[Thematic Progression in Saudi Postgraduate Business Students’ Multimodal Texts: An SF-MDA of Accounting Discourse ]]>
<![CDATA[Hesham Suleiman Alyousef]]>;
<![CDATA[Amerah Abdullah Alsharif]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2582
<![CDATA[Thematic progression plays a vital role in organizing the information in a text and in enabling it to be understood and communicated effectively. Studies of multimodal business discourse have been confined to workplace contexts, and across the fields of management accounting, marketing, and finance. Based on Halliday’s (2014) analytical tools of systemic functional linguistic (SFL) and Kress and van Leeuwen’s (2006) analysis of images, an Systemic Functional Multimodal Discourse Analysis (SF-MDA) was conducted to explore THEME and INFORMATION structure in five international students’ texts in a key topic in accounting, namely financial statements. The participants are first-year Master of Commerce Accounting Saudi students enrolled in the Accounting Concepts and Methods module at an Australian university. The findings of the SF-MDA revealed the frequency of Theme reiteration and the linear Theme pattern in financial statements. The first pattern is employed in accounting tables to list the corresponding numerical values. The SF-MDA findings of the balance sheet corresponded with Kress and van Leeuwen’s (2006) approach to the analysis of grammar of visual design in terms of compositional zones.]]>
<![CDATA[Evaluation on an ESP Course Book: Get Along with English for the Hotel Industry ]]>
<![CDATA[Annisa Ratna Purwanti]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 2 (2019): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i2.2432
<![CDATA[This review paper tries to evaluate an ESP course book entitled Get Along with English for the Hotel Industry published by Erlangga in 2006. A course book is considered as a necessary aspect in the classroom. Teachers usually follow the content and activities provided in the course book. ESP teachers often find difficulty in finding the suitable one. As a result, a book review is needed to match teacher and learners’ needs to available solutions. The instrument to evaluate the couse book used Alan Cunningsworth’s checklist taken from his book, Evaluating and Selecting EFL Teaching Materials (1984) consisted of six majors evaluation criteria and one conclusion and overall evaluation. The method of this study was qualitative descriptive to evaluate the current course book based on the guidelines and framework presented in the available checklist of evaluation criteria. The results indicated that the course book can be appropriate for hotel industry students but should be modified in some cases to meet the course objectives and encourage students to use what they learn in their future workplace.The weaknesses found from this book can be a chance for the teachers to develop the incomplete/inappropriate materials better and meet the teachers and students’ needs.]]>
<![CDATA[Difficulties in using correct English prepositions among EFL students ]]>
<![CDATA[Ibrahim Abdalla]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1640
<![CDATA[The objectives of this study are to find out the reasons of the problem related to using correct English prepositions and find some solutions. The participants were ten students at levels seven and eight, at the Faculty of Sciences and Arts. The researcher used the Descriptive Statistical Method and collected the data via a written test as the main research tool. The data were then analyzed quantitaively. The results were as follows: Saudi students faced problems with using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication. The recommendations of this study are that students need to revise the use of English prepositions in general and need more practice in the use of prepositions after certain verbs. They also need to make a greater effort to use English prepositional phrases in their written work. Regarding writing courses, students need to focus more on the use of prepositions in general. Curriculum designers need more attention about teaching prepositions in their textbooks and curriculums. HIGHLIGHTS: Saudi students faced problems by using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication.]]>
<![CDATA[The students' language attitudes towards lecturers' code mixing: An SFL study ]]>
<![CDATA[Marsandi Manar]]>;
<![CDATA[Prapti Wigati Purwaningrum]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1642
<![CDATA[As the effort to have the insight into the existing status of a local language in Indonesia especially in the academic setting viewed as the respected discourse, this current study aims to delineate the attitudes of millennial students towards lecturer’s code mixing to Sundanese during courses. 42 responses reflecting respondents’ perspectives towards the issue were collected via qualitative questionnaire. To reveal the view of participants on the issue under the context of higher education, responses in the forms of 62 clauses were analysed by the transitivity framework of Halliday and Matthiessen. The findings of this SFL study shows that lecturer’s code mixing to Sundanese during courses were viewed by 74% of Sundanese and non-Sundanese participants in positive ways while the rest addressed it with negative attitude. The positive attitudes were respectively represented in material, mental, relational, and existential processes while the negative attitudes were constructed sequentially in relational, material and mental, verbal, and existential clauses. The main reasons in the positive attitudes as revealed by the transitivity analysis are associated with the needs to maintain and preserve local language especially Sundanese via the academic channel. HIGHLIGHTS: The processes of meaning making in positive-attitude responses are realized especially in material clauses to establish the importance of preserving local languages especially Sundanese through the academic channel. The processes of meaning making in negative-attitude responses are realized especially in relational clauses to give priority to the negative impact of using Sundanese on the academic aspect especially for non-Sundanese students.]]>
