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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 2 (2025): November Edition" : 14 Documents clear
SELF-DIRECTED PROFESSIONAL DEVELOPMENT AND HEUTAGOGY: INSIGHTS FROM THE BRITISH COUNCIL MINI-EVENT The, Hery Yanto
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4839

Abstract

This research delves into the fusion of heutagogy principles with self-directed learning (SDL) to elevate my growth as a second language teacher-educator. Through the lens of intuitive inquiry, I reflect on my evolution from an applicant to a presenter at the British Council Mini-Event, where I shared my teaching insights. This qualitative approach, distinct from traditional empirical methods, facilitates a profound personal assessment, capturing the transformative journey of independent learning and achieving goals. The study underscores how heutagogy—a framework centered on learner autonomy—works in tandem with SDL to nurture educator independence, resilience, and creativity. The insights gained shed light on navigating the hurdles of preparing for international conferences, mentorship, and effective presentation, providing a blueprint for teacher professional development. By chronicling this experience, I hope to motivate other educators to embrace self-directed learning strategies, illustrating that reflective and intuitive research can produce significant performance indicators and inspiring milestones. This study adds to the conversation on alternative pathways for professional development, championing heutagogy and SDL methodologies to empower educators in charge of their lifelong learning journey.
STUDENTS’ PERCEPTIONS OF USING BLOOKET AS A GAMIFIED LEARNING TOOL TO ENHANCE VOCABULARY AND READING COMPREHENSION IN SENIOR HIGH SCHOOL Aldayana, Yunisma; Andriyanti, Erna
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.5451

Abstract

Education and technology have gone hand in hand in various aspects, including in the process of learning English. Blooket is one of gamified learning tool that usually used by teachers as one of the learning media which uses technology. It provides alternative ways to learn vocabulary and reading comprehension.  This research aims to provides the students’ perceptions related to the effectiveness of Blooket, since it remains an urge to be provided to support the teaching and learning process.  A qualitative approach is used by interviewing six second-years senior high school students in one of public school in Yogyakarta. The data is analysed use thematic analysis to provide clear and comprehensive result. The research finds that Blooket allows students to have better engagement and increase their motivation especially in learning vocabulary. Moreover, students feel that through Blooket as game-based learning, the learning process becomes more interactive. On the other hand, Blooket is found not really support students’ reading comprehension. This finding is a note for teachers and future researcher whether there are some factors that make Blooket does not work in certain class or not. This current research is expected to fill the knowledge gap related to the senior high school students’ perception in using Blooket as gamified learning tool in learning vocabulary and reading.
BRAIN-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: PRINCIPLES, IMPLEMENTATION, AND CHALLENGES Ginting, Daniel; Tungka, Novalita Fransisca
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4649

Abstract

Brain-Based Learning (BBL) aligns teaching strategies with cognitive and neuroscientific principles to optimize learning outcomes. This study explores the application of BBL in English Language Teaching (ELT), emphasizing its effectiveness in enhancing engagement, comprehension, and retention. BBL incorporates twelve key principles: parallel processing, emotional engagement, experiential learning, pattern recognition, and real-world application. These principles support active learning by leveraging multisensory experiences, social interaction, and an enriched classroom environment. The study also examines Eric Jensen’s three-phase teaching model, which consists of preparation, active learning, and reinforcement, demonstrating how these stages align with cognitive science. While BBL presents advantages such as improved motivation and more profound understanding, challenges include the need for teacher training, resource availability, and alignment with assessment methods. The findings highlight the potential of BBL to transform ELT by creating more effective and engaging learning environments. Future research should explore innovative ways to integrate BBL with emerging educational technologies to enhance its application in diverse classroom settings.Keywords: Brain-based learning; engagement; ELT
EMPOWERING EFL STUDENTS THROUGH ARGUMENTATIVE WRITING: A PATH TO CRITICAL LITERACY IN ENGLISH EDUCATION Aisyah, Siti; Putri, Icha Syafira Rizqi Arsy
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4841

Abstract

Abstract: In many EFL classrooms, students struggle to express complex ideas in English beyond basic conversation. This paper argues that argumentative writing can serve as a strategic bridge between language development and critical engagement. Drawing from descriptive classroom analysis and practical teaching experience, the study explores how writing structured arguments supports learners in constructing logical reasoning, defending perspectives, and interacting with diverse viewpoints. Through consistent practice, students not only build linguistic fluency but also develop habits of reflection and independent thought. The study highlights that integrating argumentative writing into EFL instruction enhances learners’ academic readiness and critical literacy. Implications for teaching practice and curriculum development are discussed based on field observations and theoretical grounding.Keywords: argumentative writing; EFL learners; critical thinking; literacy development; classroom practice
MULTIEDUCULTURALISM IN THE DIGITAL REALM: CYBER CULTURE DEVELOPMENT AND INTEGRATING 4C PERFORMANCE IN EFL LEARNING Yuliana, Yohanes Gatot Sutapa; Tjan, Farina; Laili, Nurwinda
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.5587

Abstract

This research reveals how multieducationalism in the digital realm influences the development of cyber culture and the integration of 4C skills (Communication, Critical Thinking, Collaboration, Creativity) in learning English as a Foreign Language (EFL) in the English master's study program. With a basic development design (DDR), this research finds the benefits of digital technology in EFL learning in integrating diverse cultural perspectives and developing important skills needed in the global era based on localized wisdom that is relevant in border areas. This research also reveals the challenges and opportunities faced in this process.
CRITICAL THINKING TEST DEVELOPMENT of THE SUMATIVE FINAL SEMESTER (SAS) ENGLISH at MTs (ISLAMIC JUNIOR HIGH SCHOOL) as BANK of ENGLISH TEST BASED ON GOOGLE FORM Rahman, M. Saufi; Riffani, M.; Mukarramah, Mukarramah
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4674

Abstract

This study develops a critical thinking assessment for the Summative Final Semester (SAS) English Exam at Madrasah Tsanawiyah (MTs). The goal of study to know the quantitative characteristic of critical thinking test of Summative Final Semester (SAS) using google form. This study a Research and Development approach, test items were designed based on the curriculum and validated by experts. Trials test were conducted with 120 students to know difficulty, discriminant, validity, and reliability by statistical. The results indicated while students performed well on language proficiency tasks, they faced challenges with critical thinking questions, emphasizing the need for more comprehensive preparation in this area. Values of expert validation is more 0,78, validation items is > 0,3,  reliability is 0.92, difficulty is easy, medium and hard, and discriminant is good. The digital platforms used Google Forms to create interactive assessments, not only measure language skills but also assess and develop critical thinking.
AN EXPLORATION OF THE IMPLEMENTATION OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL) THROUGH THE COMMUNITY OF INQUIRY (COI) FRAMEWORK: PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES Mushafiyyah, Muzayyinatul; Priajana, Nana; Ikawati, Listiana
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4869

Abstract

The integration of technology into language education has become essential, especially for pre-service English teachers who must develop innovative teaching strategies. Technology-Enhanced Language Learning (TELL) offers opportunities to foster creativity and student engagement, particularly when guided by a structured pedagogical model such as the Community of Inquiry (CoI) framework. This study explored how pre-service English teachers implemented Technology-Enhanced Language Learning (TELL) using the Community of Inquiry (CoI) framework during their teaching practicum. Using a qualitative design with interviews and teaching module analysis, the findings showed that participants applied cognitive, social, and teaching presence to create engaging learning experiences. Despite facing challenges such as limited access, low digital literacy, and difficulty sustaining CoI elements, they employed adaptive strategies such as device sharing, collaboration, and structured guidance. This study concludes that while the implementation of TELL through the CoI framework is promising, it requires ongoing support and training to address contextual constraints. The findings contribute to the development of teacher education programs and inform institutional efforts to enhance digital readiness in English language teaching.
DIGITAL LITERACY IN ENGLISH LEARNING FOR GENERATION ALPHA: A CASE STUDY AT SMP ISLAM AL AZHAAR TULUNGAGUNG Nisa, Fauziatun; Ris'ah, Umniyati; Shofiya, Arina; Nurhayati, Dwi Astuti Wahyu
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4355

Abstract

 This article discusses the results of qualitative research on the application of digital literacy in English language learning for Generation Alpha students at SMP Islam Al-Azhaar Tulungagung. The research aims to explore the technology-based learning methods implemented at the school, as well as its impact on the teaching-learning process. As information technology advances, digital literacy has become an essential skill for students to access, evaluate and utilize information effectively. Some of the innovative approaches identified in this study include the use of digital libraries, learning apps and interactive platforms to enhance the learning experience. The results show that the integration of digital literacy in learning not only creates a more enjoyable and varied learning atmosphere but also increases students' engagement in the learning process. In addition, digital literacy is able to prepare students to face global challenges in the future. However, this study also found some significant challenges, such as limited access to technology, lack of teacher training, and different levels of understanding of technology between students and educators. Despite the obstacles, the implementation of digital literacy has great potential in improving the quality of learning at Al-Azhaar Tulungagung Islamic Junior High School, especially in creating a more competent generation in the digital era.Keywords:  Digital literacy, Generation  Alpha
EFL STUDENTS’ ATTITUDE TOWARDS RESEARCH PAPER WRITING FOR PUBLICATION Nabila, Lia; Hartono, Hartono; Maharani, Mega Mulianing; Widiyati, Elok; Hidayati, Nani; Bakhtiar, Muhamad Rifqi
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4702

Abstract

Many Indonesian undergraduate programs have recently required their students to publish research papers before graduation. However, for some students, this requirement is not easy to meet, especially for students of the English education study program, whose papers must be written in English. This study aims to: 1) describe the attitude of the English education study program students towards English research paper writing for publications, and 2) identify possible factors affecting their attitude. Sixty-five students of the English Education Study Program from the English department of three universities in Semarang, Central Java, were selected conveniently and participated in the study as respondents. Data on the attitude were collected using a Likert-type questionnaire and analyzed quantitatively, while data on factors affecting attitude were collected through interviews and analyzed qualitatively. The results show that students have positive attitude, although they face problems related to language mastery. In a five-point scale measurement, most of the statement mean scores are above 3.0 for positive statements, and below 3.0 for the negative statements. The results reveal that students are aware of the potential advantages linked to English research paper writing and publication, such as increasing knowledge and language mastery, improving academic performance, etc.. However, the findings also show that students face challenges related to limited vocabulary, grammar structure, and sentence constructions. Implications of the study are presented, and future research directions are offered.
EXPLORING PEER COOPERATIVE LEARNING THROUGH INDEX CARD MATCH IN ENGLISH LANGUAGE CLASSROOM: A CASE STUDY AT AN ELEMENTARY SCHOOL IN BANDUNG Choirunnisa, Jihan; Rodliyah, Rojab Siti
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.5106

Abstract

This qualitative case study explores how cooperative learning unfolded during the implementation of Index Card Match (ICM) in a sixth-grade English as a Foreign Language (EFL) classroom in Bandung, Indonesia. Grounded in Johnson and Johnson’s cooperative learning theory, Vygotsky’s sociocultural framework, and Silberman’s active learning principles, the study focused on how small-group interaction fostered students’ social development through social mediation and collaborative behaviors. Twenty-five students participated in six ICM sessions, working in five small groups. Data were collected through observation sheets, field notes, and semi-structured interviews, and analyzed thematically using Saldaña’s coding framework Six interconnected themes emerged: (1) peer mediation and verbal scaffolding, (2) collaborative role negotiation, (3) self and peer regulation in task engagement, (4) clarification and meaning-making, (5) positive emotional climate and motivation, and (6) challenges and resolution in cooperative learning. These patterns reflected how students shared responsibilities, supported one another, and co-constructed understanding through dialogic interaction. The findings highlight that structured cooperative tasks like ICM can nurture students’ interpersonal growth and classroom social norms. This study offers insights for EFL educators seeking to promote meaningful peer collaboration in primary-level language classrooms.

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