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Positive psychology to flourish professional well-being: A qualitative study of Indonesian English teachers’ perspective Khumrotun Nadlifah; Slamet Setiawan; Ahmad Munir
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1693

A qualitative study has been conducted to explore and encourage Indonesian EFL teachers’ professional well-being using positive psychology. It used thematic analysis approach to scrutinize participants’ well-being and their perception of PP toward their teaching practices during the covid 19 outbreak. By having 4 participants, CATI (Computer Assisted-telephone Interview) was administered to do a semi structured interview since the mobilization was still low during the pandemic. The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses to flourish their professional well-being. The results highlight that some elements of PERMA such as accomplishments and meaningfulness are not obtained yet since the participants are still in the process of achieving their most significant goals in their teaching career. Nevertheless, the other three elements, namely, positive emotion, engagement and relationship depicted clearly that all of them are stronger predictors in fulfilling their professional well being. Moreover, the distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Thus, it is underlined that an EFL teacher’s professional well-being is not only acknowledged as a personal and subjective occurrence, but it is also influenced by collective and social phenomena in the EFL teacher’s teaching environment. Implications and profound understandings were discussed in this study. HIGHLIGHTS: The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses which flourish their professional well-being. The distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Higher professional well-being of an educator can contribute to greater work performance by providing teachers with a sense of purpose, meaning, and fulfillment in their work.

Artificial-intelligence powered app as learning aid in improving learning autonomy: Students’ perspective Made Wahyu Mahendra; Nurkamilah Nurkamilah; Christine Permata Sari
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar

The disruption and development of technology has rapidly transformed the educational system these days. Its practicality has driven students to equip themselves with technological devices and software, particularly those with Artificial-intelligence. This study aimed at identifying students’ perspective on the implementation of Artificial-Intelligence Powered App as Learning Aid in Improving Learning Autonomy. Specifically, this study identified whether or not the use of Artificial-Intelligence Powered App as Learning Aid could change learners’ perspective on autonomous learning and improve their learning autonomy. Further, the perspective being investigated is related to learners perspective on their role in fostering autonomy as well as learners’ perspective toward the teachers’ role. The researchers conducted the study by following a collaborative action research. The data of the study were collected using questionnaires and semi structured interview. Then, the results of the questionnaires were analyzed quantitatively and the results of the interview were analyzed qualitatively. This study finds out that incorporating artificial intelligence powered apps has successfully changed learners’ perspective on autonomous learning. Besides, the use of artificial intelligence powered app also works positively in fostering learners’ autonomy. Since this study was conducted using action research method, the result of the study cannot be generalized to a larger population. Thus, an experimental study that apply inferential statistics analysis is needed to support the results of the study. HIGHLIGHTS: One of the challenges in fostering learner autonomy is making them understand of the need to be autonomous. Learners initially thought that teachers should spoon-feed them the learning materials. AI powered apps like Mondly has the potential to help students understand their roles and teacher’s roles during learning by providing them features that encourage autonomous learning activities, such as planning, monitoring and evaluating their learning.

“YouTube as my second classroom”: Indonesian nursing students’ self-regulated language learning on YouTube Ahmad Kailani; Didi Suherdi; Pupung Purnawarman
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1751

This study investigated the independent language learning that Indonesian nursing students did after school on YouTube. Six undergraduate nursing students who have a lot of experience with YouTube viewing and have level of English equal to B1 were asked to participate in a one-on-one interview to discuss their opinions of this selfregulated language learning. A narrative inquiry design was deployed to explore the stories of how learners felt about this technologically mediated language learning and how it affected their language skills. The results show that discovering motivation for learning English, searching for extra learning materials, and potential metacognitive learning styles were the three most popular reasons for studying English on YouTube. Students perceived that learning English on YouTube was more flexible, entertaining, and approachable than traditional classroom instruction. However, this informal education does not promote socialization or an awareness of cultural differences between nations. The findings have made a significant contribution to the futureinstructional design of ESP classroom where the integration of YouTube videos may become an alternative for more engaging ESP classroom interaction. Besides, promoting awareness of cultural diversities and appropriate online social interaction need to be considered for YouTube mediated learning activities to help students use the language appropriately within its socio-cultural settings. HIGHLIGHTS: The three most common motivations for nursing students to learn English on YouTube were finding motivation, looking for additional resources, and potential metacognitive learning approaches. The integration of YouTube videos may become an alternative for more engaging ESP classroom interaction. To assist students utilize the language effectively within its socio-cultural settings, YouTube-mediated learning activities need to take fostering awareness of cultural diversity and acceptable online social interaction into account.

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

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

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

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

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

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

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

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.

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

Abstract

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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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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