JEES: Journal of English Educational Study
This journal is aimed to facilitated scholars, researchers, and teachers for publishing the original articles in the form of research paper, theory-based empirical paper, book review, and paper review. The topics cover the area of English Educational Research, English Linguistic, English Literature, Innovative Teaching and Learning Method, Curriculum and Material Development, English for Children, Translation, English Language Assessment, and English for Specific Purpose.
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<![CDATA[THE USAGE OF VIDEO IN TEACHING VOCABULARY FOR YOUNG LEARNERS ]]>
<![CDATA[Kharisma Naidi Warnanda Sabgini]]>;
<![CDATA[Triastama Wiraatmaja]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2309
<![CDATA[Teaching vocabulary to young learners is essential. Therefore, the teacher tries to be creative to attract the young learners’ attention during the learning process. One of the strategies to attract young learners’ attention is using video. Many studies seek the effectiveness of using video to teach vocabulary. However, the studies were mainly conducted quantitatively. Meanwhile, this study is a primary interpretative qualitative study that seeks the usage of video in teaching young learners and the response toward it. The researcher employed human instruments, non-participant observers, and document analysis to achieve triangulation. The data are collected until no new data is forthcoming. Then, the data is analyzed based on the available theory. Based on the data, the student-teachers used video to teach young learners vocabulary as media. The student-teachers employed the video to present, practice, and produce new words. The student-teachers employed the video by active viewing, freeze frame, and reproduction. The young learners’ response toward the usage of video is positive. This research discovered that there had been an active engagement between student-teacher and young learners as well as among your learners.]]>
<![CDATA[ACTIVE ENGLISH FOR 3RD GRADE ELEMENTARY SCHOOL: AN ANALYSIS OF ENGLISH TEXTBOOK ]]>
<![CDATA[Ashrini Syafira Putri]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2139
<![CDATA[Textbooks is a type of instructional media that has a significant impact on the learning process. However, one of the challenging tasks that English teachers face on a regular basis is choosing an appropriate textbook for English teaching. An investigation is required to obtain a good English textbook. This study focused on the evaluation and analysis of English KTSP textbooks to Elementary schools’ grade III. For evaluation of the textbook, the framework was used to figure out the strengths and weaknesses of the textbook is Regulation of the Minister of Education and Culture No. 8 Year 2016 and Harmer’s (2007). The results have shown accordance and satisfactory from this textbook, it has accurate materials, affordable, contain Indonesian cultural appropriacy, methodology, teachers’ guide and clear instruction. Nonetheless, this book has poor graphics (blury picture) and lack of add on or extras sources material. ]]>
<![CDATA[INVESTIGATING PRIMARY SCHOOL STUDENTS’ GRAMMATICAL ERRORS IN WRITING: DULAY’S SURFACE STRATEGY TAXONOMY ]]>
<![CDATA[Wensi Alka]]>;
<![CDATA[Dzulfikri Dzulfikri]]>;
<![CDATA[Khaula Amelia Khusna]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2248
<![CDATA[This study was carried out to identify different types of grammatical errors made by primary school students since some previous studies only conducted the same research with high school students as the participants. This study used a descriptive qualitative research design. The participants were 40 fourth-grade students from SD Muslim Cendekia Batu. Students' writing products were used as the instrument. The data were analyzed, identified and classified based on Dulay's (1982) surface strategy taxonomy. The data show that the students made 79 grammatical errors, with errors of omission accounting for 25 items (31.6%), 21 (26.5%) errors in addition, 26 errors (32.7%) in misformation, and 7 (9.2%) errors in misordering. The findings reveal that students lack grammar mastery; therefore, they frequently create their own rules in writing a text. To summarize, the student's understanding of the use of English structure remained low. The researcher's recommendations for future researchers are to focus more on the sources of the students' errors and to identify and determine the appropriate strategies to overcome students’ grammatical errors.]]>
<![CDATA[DEVELOPMENT OF PADLET-BASED ENGLISH LEARNING MEDIA ON RECOUNT TEXT MATERIAL ]]>
<![CDATA[Muhammad Rifqi Maulana]]>;
<![CDATA[M Syadeli Hanafi]]>;
<![CDATA[Cucu Atikah]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2312
<![CDATA[This research is aimed at producing product in the form of material content developed in a web format in the form of a material page and assignment page to make students easily in the learning process. This study used the Research and Development (R&D) method with the 4D model as a guide for developing an effective product. The research procedure is to determine the learning requirements, design the required learning media, developed the learning media that had been designed, and disseminate the result of the product developed to students. The research results obtained in this study were the Padlet media feasibility test which scored 92.30% in the “Very Eligible” category for media validation and 93% in the “Very Eligible” category for material development. This development research showed that this Padlet media could involve students actively in the learning process.Keywords: Learning Media; Padlet; Recount Text]]>
<![CDATA[ANALYSIS OF ENGLISH TEXTBOOK FOR FIFTH GRADE ELEMENTARY SCHOOL ]]>
<![CDATA[Tahriidl Nur Khoiroh Azaini]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2140
<![CDATA[The purpose of this study is to evaluate the English language textbook from Ministry of Education and Culture (MOEC) for grade 5 Elementary School Level, entitled “My Next Word 5”. As an evaluation method, content-analysis was used in this study. To evaluate this book, the researchers adapt the instrument from Minister of Education and Culture Regulation Number 8 of 2016 and the book evaluation from Cunnings worth (1995); (1) Materials, (2) Language (3) Materials presenting (4) Graphic. As a result of the evaluation, it was found that the textbook is suitable for learners in materials, language i.e., there was a topic that relevant with the curriculum, the content of the book is more practical so that it can improve students’ skills, there was reflection table for student on the last page in every page. This book meets the criteria, but there are a few things that could be improved, such as the presentation of culture that is balanced with the culture of the language being studied.]]>
<![CDATA[THE ROLE OF REAP (READ, ENCODE, ANNOTE, AND PONDER) TECHNIQUE IN TEACHING READING COMPREHENSION AT ONE STATE SENIOUR HIGH SCHOOL OF SINTANG ]]>
<![CDATA[Tuti Tuti]]>;
<![CDATA[Sijono Sijono]]>;
<![CDATA[Henry Elisa]]>;
<![CDATA[Selvina Semu Meko]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2256
<![CDATA[Abstract: This research focused on solving the students’ difficulties in understanding the meaning and finding information from a text. The objective of this research was to recognize the improvement of the student’s participation and the student reading performance in teaching reading comprehension through REAP technique. The research design used was Classroom Action Research (CAR). The data was collected using; observation, interviews, tests, and documentation. The findings showed there was an improvement in student’s ability to comprehend a reading text. The student’s involvement in teaching and learning activities improved as well. Most of the students gave a positive response to the teaching-learning process. It could be concluded that the REAP technique was useful to be used in teaching and learning reading comprehension at one state senior high school. The students became active and began to think critically. REAP technique can be an alternative as a teaching medium specifically for reading comprehension. Keywords: Reap Technique, Reading comprehension, Classroom Action Research]]>
<![CDATA[HOW EFL LEARNERS PERCEIVE GRAMMAR IN SPEAKING AND WRITING ]]>
<![CDATA[Afi Normawati]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
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DOI: 10.31932/jees.v6i1.2208
<![CDATA[Studies about grammar have been conducted by many researchers. As an essential aspect of communication, grammar is closely related to the mastery of language skills, including two productive skills: speaking and writing. This research addresses how EFL learners perceive grammar in speaking and writing. The study involved the fourth-semester students of English Education Department of Universitas Tidar. An open-ended questionnaire was used to gather information on their opinions on the significance of grammar in speaking and writing. The result shows that in writing, EFL learners value grammar as a crucial aspect; therefore, they focus on grammar when they produce written text. Meanwhile, in speaking, some learners believe that grammar is important so that they take notice of grammar when they speak, but other learners regard it as not crucial and they do not pay attention to its usage when they communicate. This finding is interesting since in EFL learning context, learners’ perception on the role of grammar in speaking and writing is important to the success of the language learning itself.]]>
<![CDATA[STUDENTS’ WRITING ERROR WRITTEN BY EIGHTH GRADE STUDENTS OF SMP JOSEPH KHATULISTIWA SINTANG ]]>
<![CDATA[Ilinawati Ilinawati]]>;
<![CDATA[Thomas Joni Verawanto Aristo]]>;
<![CDATA[Yokie Prasetya Dharma]]>;
<![CDATA[Ferdinanda Itu Meo]]>;
<![CDATA[Shintia Monica Sari]]>;
<![CDATA[Dwi Cahyadi Wibowo]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2257
<![CDATA[The background of this research is students’ errors in writing descriptive texts. The students do not understand the correct structure of writing descriptive text. The objective of this research is to find out the types of errors and to identify the dominant types of errors that found in students’ writing products. The subject of this research is the students’ writing descriptive text products written by eighth grade students of SMP Joseph Khatulistiwa Sungai Tebelian. This research used qualitative method, by classifying the errors using Surface Strategy Taxonomy. It consisted of four types of errors in the students’ writing descriptive text product. These were omission, addition, misformation and misordering. Qualitative data was collected from documentation of students’ writing descriptive text products. Qualitative data were analyzed through collection of a sample of learner language, identification of errors, description of errors and explanation of errors. The data analysis in this research was taken from 10 students of SMP Joseph Khatulistiwa Sungai Tebelian. The researcher analyzed 10 worksheets of students writing products. The researcher found the total of students’ errors were 46 errors of students errors. The finding showed there were four types of errors such as 26 errors of omission on percentage 57%, 12 errors of misformation on percentage 26%, 6 errors of addition on percentage 13%, and 2 errors of misordering on percentage 4%. The dominant type of error was omission with 27 errors.]]>
<![CDATA[ONE DAY ONE ARTICLE (ODOA): HABITUATING READING COMPREHENSION SKILLS ]]>
<![CDATA[Nur Rahmiani]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2223
<![CDATA[This article explores quality habits that can be taught to non-English department students to improve their reading comprehension skills in English-language scientific literature. By using the theory and practice of reading comprehension, students are expected to be able to get used to reading scientific writings in English at a certain stage and time. This paper was developed using a qualitative approach based on data from grounded research that explores phenomena based on inductive studies which include reading theory, reading activity, and reading habit. This study found that students can increase their knowledge by understanding aspects of activities that become routine. These activities are inherent in the quantity and quality of reading activities. The results of this paper have implications for complex literacy mastery in supporting students' higher-order thinking skills (HOTS) as an academic need in the Society 5.0 era. This article proves that there is no barrier for non-English department students to be able to master reading skills from English texts by making quality reading habits.]]>
<![CDATA[INSTRUCTIONAL PRACTICES IN ONLINE LEARNING: REFLECTION FOR TEACHER PROFESSIONAL DEVELOPMENT ]]>
<![CDATA[Lasito Lasito]]>;
<![CDATA[Susan Ayu Hidayat]]>;
<![CDATA[Magpika Handayani]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2258
<![CDATA[As online education is in a growing demands these days, however, shifting roles from face to face to online teaching is considerably problematic. This paper explores teachers’ instructional practices in their efforts to assimilate with online teaching. Using questionnaires and interviews, this study elicited teachers’ strategies to adjust their instructional practices in online learning. Pedagogical strategies to guide students’ knowledge and scaffolding were becoming their main concern besides effective communication – through their lexical choices when giving instructions. This study also shed lights on teacher professional development they had received to prepare them for online learning and areas of professional development they expected to have to support their new roles in online educations. While most of the professional development groundwork was to do with technical issues, they also claimed that pedagogical and content knowledge were in needs for their continuous professional development. ]]>
