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 UTILIZATION OF LOCAL FOLKLORE AS TEACHING MATERIAL: STUDENTS' VIEWPOINT AND CHARACTER EDUCATION ]]>
<![CDATA[Barli, Jenny]]>;
<![CDATA[Surtikanti, Monika Widyastuti]]>;
<![CDATA[Agung, Antonius Setyawan Sugeng Nur]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.3239
<![CDATA[This research aims to explore students' perceptions of the utilization of local folklore as the English teaching material and investigate the character education in it. The local folklore used in this study is Ne’ Balungkur, the Dayak Kanayat’n Myth. The character education was analyzed based on character education available in the Curriculum Center of the Research and Development Agency of the Ministry of National Education. The researchers employed a qualitative descriptive method to describe students' views on the local folklore of Ne' Balungkur & analyze the character education. The findings revealed that the students are interested and motivated when they learned narrative text using Ne’ Balungkur folklore. They also found that the folklore allowed them to gain new information and English vocabulary. Ne' Balungkur folklore incorporate educational characters included in the types of educational characters such as religious, discipline, hardworking, creative, independent, curiosity, friendly, social care, and responsibility. Future study might explore more about local folklore as teaching media with different perspective. Keywords: local folklore, teaching material, students’ viewpoint, character education]]>
<![CDATA[AN ANALYSIS OF LEXICAL DENSITY ON READING MATERIALS IN ENGLISH INTERLANGUAGE TEXTBOOK FOR THE TENTH-GRADE SENIOR HIGH SCHOOL ]]>
<![CDATA[Sabuna, Vicky Petra Kurnia]]>;
<![CDATA[Bunau, Eusabinus]]>;
<![CDATA[Wardah, Wardah]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.2542
<![CDATA[Reading is one of the important language skills students have to master. Some forms of reading materials are written in English, to mention some are books, articles, and textbooks. English Interlanguage Textbook for the Tenth-Grade Senior High School was one of the reading materials chosen as the focus of this research. In terms of the content of the textbook, the teacher should be able to decide whether it is informative or not. The objectives of this study were (1) to find out the lexical density of the reading materials in the English Interlanguage textbook, and (2) to describe the lexical density of the reading materials in the English Interlanguage Textbook. In this study, the researcher chose qualitative research as the methodology. The data collected from the textbook showed that there were 9 reading materials that were categorized into different kinds of text. Those were narrative text, recount text, descriptive text, and news item text. The lexical density of reading material in the English Interlanguage Textbook for the tenth-grade of Senior High School was around 40% - 60%. It infers that the lexical density was sufficient. Also, the reading materials were clear, understandable, and suitable for students.Keywords: Descriptive research, lexical density, textbook analysis]]>
<![CDATA[PRE-SERVICE ENGLISH TEACHERS' TRANSLANGUAGING PRACTICES ]]>
<![CDATA[Riyanti, Dwi]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.2976
<![CDATA[Translanguaging in which more than one language is allowed to be used in the classroom is currently a trending issue that has been widely claimed to be helping students to foster foreign language learning, including learning English as a foreign language. While research on translanguaging within the EFL settings has been abundant, only a few studies are within the Indonesian context. Thus, it is crucial to investigate how translanguaging is employed within a high school context in Indonesia. Employing a qualitative case study, the study involved four pre-service English teachers who had a teaching practicum at a senior high school. The data were gathered from observing the recorded videos of participants’ teaching practicum teaching practicum as the participants while having a teaching practicum, interviewing them as a follow up of the observation, and open-ended questionnaire. The obtained data were analyzed thematically based on emerging themes. The findings indicate that pre-service teachers translanguage as they teach their students for various reasons, suggesting that translanguaging is important to enhance students' comprehension and to create a less stressful classroom atmosphere.]]>
<![CDATA[EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY ]]>
<![CDATA[Andana, Yosi]]>;
<![CDATA[Fithriani, Rahmah]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.3284
<![CDATA[Professional identity refers to the self-perception that is related to work. Personal professional identity influences behavior and actions in the work environment. A strong impression of professional identity causes individuals to act in accordance with the norms, ethics, and standards of their profession. Professional identity is an inseparable concept in all professions including the teaching profession. Although much research has examined teachers' professional identity, research on prospective teachers who are still in training is still limited. Many researches emphasis identity among qualified teachers with the assumption that they have a more established identity compared to pre-service teachers who are still developing their professional identities. Acknowledging its importance may encourage further research and contribute to a broader understanding of teacher development, which is informed by knowledge of what factors influence professional identity at all levels. Qualitative descriptive approach is employed in this study. The study is conducted on 13 pre-service teachers majoring in English education who have had field teaching experience. The research instruments used are questionnaires, in-depth interviews, and literature research. Then the data is analyzed using thematic analysis. The findings indicate a crucial factor in the establishing of pre-service teachers' professional self-concept, namely the initial motivation when choosing an English education major. Pre-service teachers also expressed an awareness of the role of professional identity in enabling effective professional performance. Additionally, holding positive perspectives about their chosen profession appears to support skills development that provides new perspectives to the preparation of expert teachers]]>
<![CDATA[THE EFFECTIVENESS OF THE IMPLEMENTATION PQ4R METHOD TO STUDENTS’ READING COMPREHENSION ELABORATED IN YOUTUBE ]]>
<![CDATA[Putri, Tri Cantika]]>;
<![CDATA[Bunau, Eusabinus]]>;
<![CDATA[Salam, Urai]]>;
<![CDATA[Yuliana, Yohanes Gatot Sutapa]]>;
<![CDATA[Rosnija, Eni]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.2722
<![CDATA[The role to teach reading of recount text material for junior high school is perceived unattractive and ineffective. The purpose of this current study was to figure out the effectiveness of the implementation Preview, Question, Read, Reflect, Recite, Review (PQ4R) Method to teach students' reading comprehension on YouTube. Using simple random sampling technique, 33 students were selected from VIII C grade students of SMPN 01 Siantan in academic year 2022/2023. The data analysis method of this study was pre-experimental research with pre-test and post-test one group design model which the experiment carried out only in one group without comparison group. The result of this study revealed that before treatment was given, the students’ mean score was 51.97, while in contrast, the mean score of after treatment was 80.76. In data analysis, the result of the effect size computation was 1.88 which was indicated as strong effect. It can be recommended that junior high school teachers to implement PQ4R learning method to enhance students’ reading comprehension.]]>
<![CDATA[IMPROVING STUDENTS' LISTENING COMPREHENSION IN NARRATIVE TEXT BY USING DICTOGLOSS TECHNIQUE ]]>
<![CDATA[Endriati, Win]]>;
<![CDATA[Sutapa Yuliana, Yohanes Gatot]]>;
<![CDATA[Bunau, Eusabinus]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.3069
<![CDATA[Abstract:The research was conducted based on the problems that were found in the teaching and learning process. The students faced some problems in listening to the narrative text: writing the right vocabulary based on the teacher's pronunciation, identifying important supporting details, and drawing inferences. The purpose of this research was to investigate how the Dictogloss technique improved students'listening comprehension in listening narrative text on the eleventh grade students in class XI IPS 3 of SMAN 5 Pontianak in the academic year 2017/2018. The results showed that the implementation of the dictogloss technique in this research is successful in improving students' listening comprehension in the narrative text, and the implementation of the dictogloss technique not only improves the students' listening comprehension in the narrative text but also changes the students' behavior in teaching and learning process and motivated them. To sum up, the research finding proved that the implementation of the dictogloss technique improved the students' listening comprehension in the narrative text to the eleventh grade students of SMAN 5 Pontianak in the academic year 2017/2018. Keywords: dictogloss technique, listening comprehension, narrative text.]]>
<![CDATA[STUDENTS' PERCEPTION: A DIDACTICAL STUDY ON THE IMPACT OF CASE-BASED LEARNING AND TEAMWORK ON TEFL METHODOLOGY OF ENGLISH EDUCATION MASTER PROGRAM(S2BE) ]]>
<![CDATA[Yuliana, Yohanes Gatot Sutapa]]>;
<![CDATA[Elisa, Henry]]>;
<![CDATA[Nugraha, Bayu Dwi]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.3306
<![CDATA[This research explores students' perceptions of the evolving Case-Based “Teaching English as a Foreign Language†(TEFL) Methodology and Team Work to enhance learning outcomes. It investigates the integration of linguistic aspects and their alignment with practical applications. Employing qualitative Didactical Design Research (DDR), the study employs observation sheets, interview guides, and documentation as research tools. DDR introduces 'scientific imagination' and apperception to probe students' understanding of previously learned linguistic concepts. Anticipating diverse student responses, DDR ensures TEFL Methodology learning objectives are met. The study also examines the emerging 'needs analysis' trend, emphasizing student-centered learning's role in fostering didactic creativity and enhancing TEFL Methodology instruction. Cases and Team Work diversify didactic creativity, yielding contextually relevant instructional designs. The research seeks to shift TEFL Methodology learning towards fostering innovative conditions that empower students in reflective, self-directed learning, thereby enhancing TEFL knowledge and practical skills mastery.]]>
<![CDATA[INVESTIGATING STUDENTS' ONLINE CRITICAL READING SKILL: A STUDY IN AN EFL CONTEXT ]]>
<![CDATA[Kurniati, Nur Utami Sari'at]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.2877
<![CDATA[The digital lifestyle requires students to read any online discourse more critically. The paper presents the result of a study in which 42 EFL learners are asked to demonstrate their critical reading skills through answers to the questionnaire and test. Both instruments are adapted from Cottrell's (2011). The participants are intermediate EFL learners in Indonesia. They are 19-20 years of age, male and female. All of them enroll the Discourse Analysis course. The result reveals that most of them have a positive attitude and give a positive response to some key questions under the critical thinking skills. They show the ability to identify unfair techniques used in a text and are good at reading between and beyond the lines. They do further research when they are hesitant about something they read and know how to evaluate source material. With some refinements and piloting, future research might be done on other language skills.]]>
<![CDATA[USING TIKTOK TO PRACTICE SPEAKING SKILLS: EXPERIENCE OF INDONESIAN UNIVERSITY STUDENTS ]]>
<![CDATA[Nurwinda, Sulistia]]>;
<![CDATA[Ambarwati, Evi Karlina]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.3171
<![CDATA[The rise of technology has led to an increase in the use of technology in education. There are a lot of platforms that can be used for a learning medium, one of them is TikTok. TikTok is a video-sharing app where users can watch or create short videos with various topics, including education. This research was conducted to find out students' experiences while using the TikTok platform as a learning medium to practice speaking skills. This research utilized a qualitative design with a case study as a method. To gain a comprehensive understanding of the participants' experience using TikTok as a learning tool, the research employed a combination of interviews and questionnaires as instruments. This research involved five English education department students as participants. The findings of this research revealed that all participants had a positive experience using TikTok as a learning tool to practice speaking. The study found that participants not only loved TikTok's easy navigation and engaging content but also appreciated its interactive features, particularly the "Duet me" challenge. In conclusion, TikTok is a valuable tool to facilitate students’ learning experience in practicing speaking.]]>
<![CDATA[CURRENT AND FUTURE TREND OF RESEARCH IN ACADEMIC WRITING: A BIBLIOMETRIC ANALYSIS ]]>
<![CDATA[Ambarwati, Evi Karlina]]>;
<![CDATA[Dewi, Indah Purnama]]>;
<![CDATA[Utami, Praditya Putri]]>;
<![CDATA[Puspitaloka, Nina]]>;
<![CDATA[Nazar, Alvin Yahya Makarim]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v7i1.3326
<![CDATA[This study was a comprehensive bibliometric analysis of the literature of Academic Writing in various higher education contexts and mapped the current state of the trend as well as identified gap for future research. 991 documents were retrieved on Academic Writing in Higher Education from database citation index Scopus (2013 to 2022) under certain conditions. The documents were then analyzed using OpenRefine version 3.5.2, VOSviewer version 1.6.17 from Leiden University, Microsoft Excel and Tableu Desktop from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on Academic Writing is generally growing.The research topics shows that academic writing instruction across classroom contexts reflect the 21st century life skills and learning through students’ active participation, i.e. peer assessment, peer learning, and self-regulation. Likewise, information, media and technology are instilled through e-learning and computer-aided instruction. Last, the functional view of grammar in academic writing establishes new research focus.]]>
