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JEES: Journal of English Educational Study
Published by STKIP Persada Khatulistiwa Sintang
ISSN : -     EISSN : 26550776     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 14 Documents
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Search results for , issue "Vol 8, No 1 (2025): May Edition" : 14 Documents clear
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING IN WATNAMOM SCHOOL, THAILAND Walisma, Maghfiratul; Syahputra, Andi; Husna, Faizatul; Al Ubaids, Azrial Rizky
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4585

Abstract

This study aims to examine the factors that lead to students' difficulties in learning to speak English at Watnamom School and to identify the types of challenges they face in improving their speaking skills. A mixed-method approach was used, combining quantitative surveys and qualitative interviews with students and teachers. The findings reveal that students struggle with confidence issues, fear of making mistakes, and a lack of exposure to English-speaking environments. Additionally, linguistic barriers, such as vocabulary limitations and pronunciation difficulties, further hinder their progress. Instructional challenges, including teacher-centered methods and limited speaking practice, also contribute to their struggles. Environmental factors, such as minimal opportunities to practice English outside the classroom, further exacerbate the issue. These results suggest that a more interactive and supportive learning environment, incorporating group discussions, role-plays, and real-world speaking opportunities, is essential to help students develop their English-speaking skills. Addressing these challenges can enhance students' confidence and fluency, preparing them for both academic and professional success.
THE EFFECT OF LMS-SUPPORTED BLENDED LEARNING ON STUDENTS' ENGLISH PROFICENCY IN ENGLISH FOR ACADEMIC PURPOSE INSTRUCTION Rahman, Faisal; Azhimia, Faida; Aisyah, Noor
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.3890

Abstract

This research aims to identify the effect of Learning Management System (LMS) supported blended learning on students’ English proficiency in English for Academic Purpose (EAP) classroom. Previous studies have explored the broader benefits of blended learning. However, there is a lack of studies specifically investigating its impact on EAP instruction. This study aims to address this gap by providing a comprehensive analysis of LMS-supported blended learning in EAP, contributing to a deeper understanding of its potential benefits and challenges in this specialized area of language education. This research implies quasi experimental study method with one group pretest posttest experimental design. The population of this research was 138 students of pharmacy study program of Sari Mulia University academic year 2023/2024 who took EAP course divided into three classes. The sample of this research was 45 of class A students who were selected using cluster random sampling technique. The result found that LMS supported blended learning has no significant effect on students’ English mastery in EAP classroom. This indicates that main hypothesis (H1) is rejected and alternative hypothesis (H0) is accepted. Nevertheless, LMS supported blended learning is still helpful and applicable in EAP instruction since the students’ mean score indicates small improvement on their English proficiency.
SELF-DIRECTED ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC LITERATURE REVIEW Berlin, Astri Winandari; Wibowo, Enggar Pangesti; Purnawarman, Pupung
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4265

Abstract

This paper presents a systematic literature review of studies on self-directed English learning through social media. Using the Systematic Literature Review method, data were gathered from three prominent journal databases: Scopus, Google Scholar, and Emerald Insight. The search strategy targeted publications from 2020 to June 11, 2024, selecting 32 relevant studies for analysis. The review identifies thirteen social media platforms, with YouTube, Instagram, and WhatsApp emerging as the most widely used. It explores how students engage in various learning activities, including following educational accounts, watching English videos, and participating in discussions. The findings underscore the significant benefits of integrating social media into self-directed English learning, such as improved language skills, enhanced engagement, and flexible learning opportunities. However, the review also highlights challenges such as distractions and privacy concerns, emphasizing the importance of educators and policymakers in developing strategies to address these issues. By promoting digital literacy and providing guidance and support, educators can help students overcome these challenges and optimize their use of social media for effective self-directed English learning.
UNMASKING LINGUISTIC POWER DYNAMICS: EXPLORING POLITENESS VIOLATIONS IN THE “FERDI SAMBO” COURTROOM Sari, Yulnada; Aritini, Luh Putu; Kusuma, I Putu Indra
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4752

Abstract

In the courtroom, all participants are expected to cooperate fully to clarify the case. This research aimed to investigate the types of politeness violations committed by the participants in the Ferdi Sambo case and the causes of these violations. The participants in this study included judges, the defendant, witnesses, advocates, and public prosecutors. This research employed a qualitative-descriptive approach. The techniques for analyzing the data included identification, data presentation, and conclusion drawing. During data identification, the violations were classified using Leech's (1983) politeness strategy theory. The findings revealed that the types of politeness violations included refusal, interruption, sarcasm, emotional outbursts, and non-verbal cues. Additionally, the causes of these violations were attributed to the participants' mood, emotions, and the pressure they experienced during the trial. This research provides significant benefits, particularly for English students, by enhancing their cultural awareness, professional communication skills, and conflict resolution abilities. Understanding politeness norms can help students become more aware of cultural differences in communication, which is essential for effective interaction in diverse contexts.Keywords: Ferdi Sambo Case; Politeness; Violation; Courtroom;
INTEGRATING HUMANISTIC IN READING MATERIAL FOR EIGHT GRADERS JUNIOR HIGH SCHOOL Ritonga, Theresia Rosalina; Sulistyaningrum, Siti Drivoka
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4072

Abstract

Education should aim at fostering human development and personal growth rather than focusing solely on higher test scores. Emphasizing these aspects will inherently boost intellectual achievements and better prepare students to contribute to both global and local societies. Human beings have an innate goodness and a natural tendency to learn, grow, and reach their full potential. Therefore, aligning education with these natural tendencies will make it more effective. This article investigates how integrating humanistic principles with students' reading abilities can enhance English language learning in the classroom. The research methods primarily utilize library materials, eliminating the need for fieldwork (Zed, 2008). The study's findings indicate that students can enhance their reading skills in a humanistic way, creating a classroom environment that aligns with the educational goal of fostering humanistic understanding of learning materials. 
INTEGRATING LOCAL CULTURE IN ENGLISH LEARNING: DEVELOPING ESP MATERIALS FOR ARTS EDUCATION STUDENTS Amalia, Novika; Nugraha, Richard Ferry; Fikri, Muhammad Subhan; Farid, Rezqan Noor
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4375

Abstract

This study aims to design a culturally-based English textbook for Performing Arts Education students. The research applies Culturally Relevant Pedagogy (CRP) and Content and Language Integrated Learning (CLIL) to the ADDIE framework to improve English competence and local culture appreciation. A needs analysis of 36 students found that 82.35% have basic English skills and low speaking confidence. Multimedia elements, culturally relevant themes, and practical ways integrating English learning to artistic surroundings were popular with students. Experts validated content relevancy and linguistic accuracy but suggested simplifying idioms and adding cultural examples for accessibility. Two chapters' initial trials were moderately effective, scoring 3.39 for relevance and 3.89 for clarity. Changes improved cultural integration and interactivity. Two trials with six amended chapters showed considerable gains in clarity and relevance, scoring 4.53 and 4.17, respectively. Contextual vocabulary, realistic grammar exercises, and local-global cultural balance impressed students. The study found that CRP and CLIL in ESP materials improve English and cultural awareness. Long-term effects and digital tools for accessibility and interaction should be further explored.
USE OF PICTURE STORIES WITH THE THEME OF FEMINISM TO INCREASE GENDER AWARENESS IN LANGUAGE CLASSES Dewi, Indah Purnama; Ambarwati, Evi Karlina; Utami, Praditya Putri
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.3742

Abstract

Gender awareness is an important aspect of education that is often under-emphasized in the curriculum. Gender inequality and stereotypes still occur in various environments, including schools. Picture stories with the theme of feminism can be an effective tool in increasing gender awareness among students, especially in language classes that often use literature as a learning medium. This study aims to examine the effectiveness of using feminism-themed picture stories in increasing students' gender awareness in language classes. The study also aims to see the extent to which illustrated stories can change students' views on gender roles and gender inequality. This study uses a classroom action research method (CAR) which involves two cycles. Each cycle consists of planning, implementation, observation, and reflection. Data was collected through observations, interviews, and questionnaires. The participants in this study are students of a language class at a high school in Indonesia. The results of the study show that the use of picture stories with the theme of feminism can significantly increase students' gender awareness. Students become more critical of gender stereotypes and better understand the importance of gender equality. In addition, illustrated stories help students to be more involved in class discussions and voice their views on gender issues. Picture stories with the theme of feminism are an effective tool to increase gender awareness in language classes. This method not only improves students' understanding of gender issues, but also encourages their active participation in class discussions. The use of this media is expected to be adopted more widely in education to reduce gender inequality and form a more gender-conscious generation.
CHALLENGES OF TEACHING ENGLISH TO YOUNG LEARNERS IN SMALL CLASSROOM Maulana, Rivki Surya; Fahriany, Fahriany
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4077

Abstract

This qualitative study explores the challenges faced by teachers delivering offline, small-group English courses to young learners. It has been known that it is best for students to learn English at an early age. The class size itself is relatively small compared to formal school class. These classes have around three to six students. Despite that, it has been found that the teaching process, even in the small classroom, is not without challenges. There were two experienced teachers who had participated in this study. Through interviews with teachers and classroom observations, the study identifies two key obstacles: student shyness hindering participation and frequent mood swings disrupting the learning environment. Students who are shy are not willing to participate in the activity which stalled the learning process. Also, their frequent mood-swing proves to be difficult to handle as the students could just stop participating or even be disruptive toward their friends . These findings highlight that effective instruction for young learners goes beyond just lesson planning and selecting materials. Teachers need to actively cultivate an engaging and confidence-building classroom environment. The study emphasizes the importance of utilizing positive reinforcement and ensuring all students within the small group setting receive equal attention. This understanding can inform the development of more effective teaching strategies for teachers of young learners in offline small-group English courses.Keywords: English; English Course; Small Group Classroom; Young Learners
INVESTIGATING ENGLISH PRONUNCIATION CHALLENGES AMONG THE DAYAK KANAYANT EFL PRE-SERVICE TEACHERS Rische, Veggi; Nurcahyoko, Kunto; Siboro, Efrika
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4544

Abstract

This study investigates the pronunciation challenges of Dayak Kanayant EFL pre-service teachers and strategies to mitigate such challenges. The present study employed a mixed methods approach. There were 10 pre-service teachers who participated in the study. For the quantitative data, the participants were asked to do voice recordings of 30 English words to identify patterns of pronunciation errors. To generate the qualitative data, in-depth interviews were conducted with participants to explore the strategies they used to overcome pronunciation challenges. Three primary categories of pronunciation problems were identified: complicated errors (6.7%), vowel errors (41%), and consonant faults (52.3%). Vowel errors frequently entailed replacing English vowels with Dayak Kanayant phonetic system-related sounds, while consonant errors included replacing /f/ and /v/ with /p/ and /b/ since these sounds are not present in their mother tongue. Consonant clusters and silent letters were among the complex errors. Participants used a variety of strategies to overcome these obstacles, such as technology-based resources (including YouTube and Google Translate), peer feedback, mimicking and repeating native speakers, and heightened awareness of how their original accent affects how they pronounce English. The study emphasizes the significance of comprehending the phonetic distinctions between the Dayak Kanayant language and English, and it recommends that pre-service teachers employ focused techniques to enhance their pronunciation.
THE VISUAL IMAGES OF ENGLISH FOR MARITIME VOCATION TEXTBOOK Tawrofie, Nindi Assabila; Murtafi’ah, Banatul
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.3844

Abstract

This study aims to identify the types of visual images in English for Specific Purposes (ESP) of English for Maritime Vocation. This research used a qualitative research method using content analysis. The researchers used Kress and van Leeuwen's (2006) Visual Grammar framework to analyze the visual design from English in Maritime Vocation book written by Kurniawan et al. (2023). The book contains 33 visual images. The analysis has revealed that the representational modes with non-human picture were more prevalent. The finding shows that the visual images in this textbook are related to the objects that the students in Maritime Industry vocational school learn. In terms of interactive modes, visual images in this textbook use a lot of long-shot and oblique perspective. Additionally, the book predominantly utilizes color to enhance materials, accompanied by contextualization pictures depicting actual events. Then, for the compositional mode, illustrative images have an enormous value, providing concrete evidence so readers can understand the picture more effectively. The findings implied that this ESP textbook has a precise function for educational material and contains educational value for English in Maritime Industry which makes this book suitable because the visual images in this book show the real situation of the professional world. This study could help ESP teachers develop their content knowledge skills and understand the value of images in language learning by selecting images aligned with the pedagogical objectives.

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