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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.
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Articles 13 Documents
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Search results for , issue "Vol 9, No 1 (2026): May Edition" : 13 Documents clear
A COMPARATIVE ANALYSIS OF BLOOM’S TAXONOMY IN LEARNING OUTCOMES OF 10TH-GRADE MERDEKA CURRICULUM MODULES IN YOGYAKARTA AND WEST KALIMANTAN Koli, Gabriela Apriani; Pricillia, Prisca Eirene; Gabriella, Melvina Risky; Caku, Caku; Mbato, Concilianus Laos
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6264

Abstract

The Merdeka Curriculum gives schools and teachers greater autonomy in designing ‘result learning objectives’, which can result in variations in cognitive orientation between regions. This study examines the distribution of LOTS and HOTS in the learning outcomes of 10th grade English classes developed based on the Merdeka Curriculum in two regional contexts: Yogyakarta and Sintang, West Kalimantan. This study used a comparative qualitative research design and applies content analysis to evaluate learning outcomes extracted from two English modules developed by teachers. Bloom's Revised Taxonomy was adopted as an analytical framework to classify learning outcomes into six cognitive levels and categorize them into LOTS and HOTS. The results show that the two modules cover all levels of Bloom's taxonomy, indicating broader compliance with the curriculum's emphasis on cognitive development. However, differences are often found in cognitive orientation. The module in Yogyakarta placed more emphasis on HOTS, targeting 56% LOTS and 44% HOTS, while the Sintang module emphasized LOTS more, targeting 54.5% LOTS and 45.5% HOTS. These differences reflected variations in regional context, teacher assessment, and resource availability in curriculum implementation. This study emphasizes the need for more authentic, balanced, and context-sensitive work guidelines to help integrate HOTS more consistently across regions within the Merdeka Curriculum framework.Keywords: Higher-Order Thinking Skills (HOTS); Learning Outcomes Alignment; Lower-Order Thinking Skills (LOTS); Merdeka Curriculum; Qualitative Content Analysis; Revised Bloom’s Taxonomy Framework
STUDENTS' EXPERIENCES IN REVIEWING LEARNING MATERIAL USING QUIZIZZ THROUGH PEER TEACHING APPROACH Dzimar, Muhammad; Syarifa, Ida; Burhanuddin, Ahmad
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5020

Abstract

In today’s digital learning environment, integrating technology into the classroom has become essential to enhance student engagement and understanding. Quizizz, a gamified learning application, offers features such as instant feedback, varied question types, and competitive elements, making learning more interactive and enjoyable. Coupled with peer teaching, where students design questions and explain them to classmates, this method fosters deeper conceptual understanding, collaborative learning, and motivation. This study explores students' experiences in reviewing learning materials using the Quizizz platform through a peer teaching approach. Using a qualitative research design, data were collected through observation, documentation, and structured interviews with four English Education students at UIN K.H. Abdurrahman Wahid Pekalongan. The findings indicate that students responded positively to the use of Quizizz, describing it as fun, easy to use, and motivating. Peer-created quizzes contributed to a relaxed learning atmosphere, encouraging participation and focus. However, the study also identified several challenges, such as technical issues related to internet connectivity and difficulties in question design. Despite these obstacles, the integration of Quizizz with peer teaching is considered effective in enhancing engagement, promoting learner autonomy, and supporting meaningful learning experiences. This research offers insights into how gamified digital platforms, when combined with collaborative strategies, can support modern educational practices.Keywords: Digitaal learning, EFL classroom, Gamification, Peer teaching, Quizziz.
VOCATIONAL HIGH SCHOOL STUDENTS' PERCEPTIONS OF USING AI FOR LEARNING ENGLISH: BENEFITS AND CHALLENGES Yuniarti, Yuniarti; Pebriani, Sri Rahayu
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5448

Abstract

This study investigates vocational high school students’ perceptions of using artificial intelligence (AI) in English language learning, focusing on both the benefits and challenges. The research was conducted with 11th-grade students at SMK Model Patriot IV Ciawigebang, Kuningan, West Java, Indonesia, employing a mixed-methods design. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained from open-ended responses and semi-structured interviews. The findings indicate that students perceive AI as a supportive tool that enhances comprehension, enriches vocabulary, improves efficiency, and provides instant feedback, thereby fostering greater autonomy in learning. However, students also expressed concerns about information overload, inaccurate or irrelevant feedback, overreliance on AI for assignments, superficial learning, and ethical issues such as plagiarism. These dual perceptions highlight AI’s ambivalent role as both a facilitator and a potential risk in language education. For vocational students, whose learning is closely tied to employability, this paradox underscores the necessity of embedding AI within pedagogically sound frameworks that balance accessibility and innovation with critical thinking and ethical awareness. The study contributes to the growing body of literature on AI in education by offering context-specific insights from Indonesia and emphasizing the importance of careful integration of AI in vocational English instruction.
TEACHERS’ PERSPECTIVES ON MULTILINGUAL EDUCATION IN EARLY CHILDHOOD: A CASE STUDY OF TADIKA MUJAHEDEEN KINDERGARTEN, SOUTHERN THAILAND Munawarah, Munawarah; Husna, Faizatul; Juliana, Rena; Muhammad, Chantana
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6278

Abstract

Southern Thailand has a rich plurilingual background in the context of early childhood education. At home, children generally speak Patani Malay, while Thai serves as the national language and medium of instruction, Arabic is used in religious activities,  and English is taught as a foreign language. This study aims to explore educators' perspectives on plurilingual education at Tadika Mujahedeen, as well as to identify various challenges and opportunities that arise in daily learning practices.The research design employed was descriptive qualitative, involving three educators and one parent as participants, who were selected through purposive sampling. Data collection was conducted through semi-structured interviews and analyzed thematically to examine language use, learning approaches, and their impact on child development. Research findings show that Thai serves as the primary language in the learning process, whereas Patani Malay, English, and Arabic are introduced contextually through child-centered activities such as singing, storytelling, and playing. Educators report challenges related to the linguistic diversity of learners and their limited proficiency in certain languages. Nevertheless, adaptive strategies and cooperation with parents have proven effective in supporting plurilingual learning.Plurilingual education is seen as capable of increasing children's confidence, communication skills, and positive attitudes toward language learning. Overall, this study reveals how plurilingual practices are naturally integrated into daily classroom interactions in Islamic-based early childhood education settings in Southern Thailand.
FROM THEORY TO PRACTICE: PEDAGOGICAL COMPETENCE TRANSFORMATION OF EFL PRE-SERVICE TEACHERS DURING TEYL PRACTICUM IN KINDERGARTENS Elisa, Henry; Dharma, Yokie Prasetya; Tuti, Tuti
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6533

Abstract

This study investigates the transformation of pedagogical competence among sixth-semester EFL pre-service teachers during a Teaching English to Young Learners (TEYL) practicum in kindergartens in Sintang. The study explores how sixth-semester English Language Education students from STKIP Persada Khatulistiwa navigate the shift from theoretical knowledge to real-life classroom practice in the even semester of Academic Year 2024/2025. Data were collected through reflective journals, semi-structured interviews, video recordings of teaching, and feedback from mentor teachers at partner kindergartens in Sintang. Using thematic analysis, findings reveal three key transformation stages: 1) Reality Shock confronting the gap between TEYL theories and under-resourced classrooms, 2) Contextual Adaptation developing strategies by integrating local culture, nature-based media, and children’s L1, and 3) Teacher Identity Formation shifting from “English instructor” to “facilitator of meaningful childhood experiences”. The study also identifies critical incidents that accelerate competence growth, including managing multilingual learners and teaching with technology. Implications suggest that TEYL practicum should be redesigned as a life-based experiential learning model rather than mere teaching drills. This research contributes to EFL teacher education discourse by linking pedagogical competence with social responsiveness.
SCRUTINIZING PAPUAN EFL STUDENTS’ READING COMPREHENSION IN THE LIGHT OF METACOGNITIVE STRATEGIES Tabuni, Onni; Lawalata, Reiner J. H. G.; Romrome, Abel Yohanis
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5469

Abstract

Reading comprehension is a crucial skill for English as a Foreign Language (EFL) learners, yet many students in Papua Pegunungan struggle with it due to low literacy levels, limited motivation, and ineffective reading strategies. This study investigated the role of metacognitive strategies namely planning, monitoring, and evaluating in enhancing EFL students’ reading comprehension. A mixed-method design was employed, involving 35 undergraduate students at STKIP Kristen Wamena. Data were collected through reading comprehension tests, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), and semi-structured interviews. Quantitative findings revealed that most students performed at a medium level of comprehension (62.9%), with difficulties in higher-order skills such as inference and integration. Students reported moderate use of metacognitive strategies (M=3.2), applying monitoring most frequently, while planning and evaluation were less evident. Correlation analysis confirmed a significant positive relationship between strategy use and comprehension, particularly monitoring (r= 0.62, p < 0.01). Qualitative data indicated that high-performing students consistently monitored and evaluated their understanding, while low achievers read reactively without clear goals. The study concluded that explicit training in metacognitive strategies, especially planning and evaluation, alongside efforts to foster reading motivation, is essential for improving comprehension outcomes among Papuan EFL learners.
INTEGRATING GENERATIVE AI (GROK.AI) INTO THE DEVELOPMENT OF PERSONALIZED ENGLISH TEACHING MEDIA IN KINDERGARTEN Larasati, Guniar; Hikmat, Mauly Halwat
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6355

Abstract

This study investigates the process of Integrating Generative Artificial Intelligence, specifically Grok.ai, into the development of personalized English teaching media in kindergarten. Adopting a descriptive qualitative approach, this study was conducted at TK Kartika XV-3, Kartasura, Sukoharjo, Central Java, with 41 students participating in an English lesson on the theme of Occupations and Workplaces. Data were collected through direct observation, semi-structured interviews with the classroom teacher, and documentation of the AI-generated media and classroom activities. Data analysis followed Miles, Huberman, and Saldaña’s (2014) interactive model. Findings reveal that Grok.ai was integrated through a deliberate two-stage process: (1) the creation of personalized flashcards in which each student’s photograph was transformed via AI-generated image editing to depict the child wearing a professional costume, and (2) the development of differentiated worksheets tailored to the distinct proficiency levels of two student groups. Both stages required carefully crafted prompts and iterative refinement cycles to produce outputs that were visually appropriate and pedagogically usable. These findings confirm that effective integration of generative AI in early childhood English teaching media demands deliberate prompt literacy and systematic pre-observation of student needs, and that Grok.ai is an effective tool for creating personalized, developmentally appropriate English teaching materials in Indonesian kindergartens.Keywords: English Teaching; Generative AI; Grok.ai; Kindergarten; Personalized Media
OVERCOMING PRONUNCIATION IN ENGLISH LANGUAGE LEARNING USING BINGO GAMES Anggraeni, Warda; Pabriana, Handi
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5215

Abstract

Pronunciation remains a persistent challenge for Indonesian EFL learners, particularly for Sundanese-speaking students who often struggle to distinguish English phonemes such as /p/, /f/, and /v/ due to first language interference. While previous studies have highlighted the benefits of game-based learning, there is limited research on the use of Bingo games specifically for targeted phonological intervention in this context. This study aims to bridge this gap by investigating the effectiveness of Bingo games in improving the pronunciation skills of fifth-grade students in West Java. Employing a mixed-method Classroom Action Research (CAR) design, the study involved 19 students and was conducted in two cycles, each comprising planning, acting, observing, and reflecting phases. Pronunciation assessments (pre-test and post-test), along with observational notes and additional documentation, were utilized to gather data. The results demonstrated significant improvements in students’ ability to distinguish and pronounce /p/, /f/, and /v/ after the Bingo game intervention, with average post-test scores increasing in both cycles. Observation data further revealed enhanced student engagement, enthusiasm, and classroom participation, especially in the second cycle following instructional refinements. These findings suggest that integrating Bingo games into English lessons can effectively address specific pronunciation difficulties while fostering a more interactive and motivating learning environment. The study recommends that teachers adopt game-based strategies like Bingo to support pronunciation development and calls for further research into long-term impacts and adaptations for diverse learner needs
A DESCRIPTIVE ANALYSIS OF NOUN PHRASES IN EFL STUDENTS’ ESSAYS Norahmi, Maida; Retsi, Olga Dona; Nova, Susan Ira; Meka, Lesly Martha Cecylia; Haryani, Tutik; Rahmaniah, Sovia; Aristia, Cendikia Flory; Munawarah, Siti; Fitriyani, Windi
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5548

Abstract

This study explores the structure and function of noun phrases (NPs) in English essays written by undergraduate EFL students at Universitas Palangka Raya. Employing a qualitative descriptive method, it analyzed 78 essays to identify and classify types and frequencies of noun phrase modifiers based on Biber et al.’s (2021) syntactic framework. The findings revealed that students predominantly used premodified noun phrases (85%), with determiners and adjectives as the most frequent modifiers, while postmodified noun phrases (15%) were less common and mostly realized through prepositional phrases. More complex postmodifiers, such as adjectives, participle clauses, infinitive clauses, adverbs, and appositives appeared infrequently, indicating limited syntactic variety. The dominance of simpler noun phrase structures suggests that students demonstrate intermediate syntactic competence, emphasizing clarity and economy in expression. These tendencies are attributed to pedagogical focus on basic grammar and first-language influence, particularly from Bahasa Indonesia. The study recommends enhancing grammar instruction by integrating activities that promote the use of complex noun phrase constructions in academic writing.
CODE-SWITCHING IN VIEWER COMMENTS ON AN INDONESIAN EDUCATIONAL YOUTUBE CHANNEL Caku, Caku; Koli, Gabriela Apriani; Kolatlena, Axel Emmanuel Herman Jr.; Ena, Ouda Teda
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6460

Abstract

This study investigated code-switching patterns in viewer comments on the Indonesian educational YouTube channel "Kok Bisa." Using a descriptive qualitative content analysis approach, the research examined 103 comments from two science education videos uploaded in October 2025, focusing on code-switching types, languages involved, and communicative functions. The data were analyzed using Poplack's (1980) structural typology and Myers-Scotton's (1993) functional framework. The findings revealed that intra-sentential switching was the most frequent type (64%), followed by inter-sentential (17%), tag-switching (14%), and intra-word switching (5%). The primary languages involved were Indonesian and English, with English predominantly used for technical and scientific terminology. Clarification emerged as the dominant communicative function (40%), followed by emphasis (30%), engagement (20%), and identity expression (10%). The study showed that code-switching in educational YouTube comments served both cognitive-pedagogical and social-interactional purposes, facilitating comprehension of complex content while reflecting the bilingual identity of Indonesian digital youth. These findings contributed to understanding multilingual practices in digital educational spaces.

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