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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 163 Documents
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ANALYSIS OF WORLD ENGLISH FEATURES IN THE GOVERNMENT ENGLISH TEXTBOOK Lasito, Lasito
Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i1.2955

Abstract

Abstract: The teaching of English has become entangled between standard English and regional varieties of English in light of sociolinguistics of globalization. Supported by World Englishes (WE) paradigm, English varieties created for local audiences are thought to improve standard English. Yet, due to the lack of teaching resources (such as textbooks) that address WE perspectives, it may be challenging to show WE as both a paradigm and a reality that is constantly present in the development of teaching English in a regional context. The purpose of this study is to identify any instances of WE perspectives on pedagogy in a textbook that had received government endorsement and to highlight any suggestive characteristics that help to make these WE perspectives operational. Analysis was conducted multimodally to texts and images on the content of learning materials presented in the textbook. Analysis to content and presentation of the textbook indicates that using local language effectively helps local learners understand the differences between the two forms of English without undervaluing the less widely used variety as a foreign language. Findings of this study also suggest that when teachers comprehend the relationship between local culture and the English language taught to the students, this might lead to the deployment of a pedagogical tool that allows various perspectives for language teaching and learning.Keywords: World English, standard English, local varieties, textbook, content
INVESTIGATING THE STUDENTS' WORK IN TRANSLATING RECOUNT TEXT FROM INDONESIA TO ENGLISH THROUGH GOOGLE FORM: MORPHOLOGICAL ERRORS Irawansyah, Irawansyah
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3658

Abstract

The objective of this study is to determine what morphological errors appear in students' sheet translations of recount texts from Indonesian to English by using surface strategy taxonomy (SST). SST is classified into omission, addition, Misformation and misordering. Descriptive qualitative research was performed in this study. 15 college students from a variety of major backgrounds were randomly selected for the sample by sharing a Google form. Testing and documenting were the research instruments employed in this investigation. The results of this study demonstrate that students made 130 morphological errors when translating recount text. The most common morphological error is an inflectional error which appears 37 times while the least common is a pronoun error and auxiliary error which appears 6 times. Meanwhile, the errors that frequently occur in surface strategy taxonomy are Misformation error which appears 58 times, followed by omission error 42 times and addition error 30 times. In this study, resarcher did not find any misordering errors that appeared. Keywords: Error Analysis, Morphological Error, Recount Text, Surface Strategy Taxonomy, Translation
EXAMINING THE IMPACT OF ILLOCUTIONARY ACTS ON STUDENT ENGAGEMENT: A MIXED-METHODS STUDY Wardhana, I Gede Neil Prajamukti; Dewi, Ni Luh Desy Suari; Nainggolan, Fidelio Juan Gawi
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3699

Abstract

This study used qualitative and quantitative methods to analyze the impact of speech acts, particularly illocutionary acts, on student engagement at Wira Harapan High School. Illocutionary acts, or expressions that perform actions (Vanderveken, 1990), are crucial for teacher-student communication. Through classroom observations and teacher interviews, this research examines their role in daily teaching. Over the course of the course of three months, diverse classes were observed to categorize instances of illocutionary acts. Interviews with teachers provided insights into their intentional use. Qualitative analysis and quantitative assessment offer a comprehensive understanding of their effect on student engagement. This study used the illocutionary acts theory (Searle, 1969) to underscore the importance of mindful communication in transforming the educational experience at Wira Harapan High School.Keywords: Illocutionary Acts, Wira Harapan High School, Speech Acts.
ACADEMIC WRITING EMPOWERMENT: INTEGRATING DIGITAL LITERACY INTO TEACHING AND LEARNING Izati, Defi Nor; Hizriani, Nani
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.4029

Abstract

In an age marked by the pervasive presence of digital technologies, incorporating digital literacy into education has become essential. This study aims to explore the types of digital media utilized by lecturers in teaching and learning Academic Writing, as well as the challenges they encounter. Conducted at Antasari State Islamic University Banjarmasin, the research employs narrative inquiry with interview guidelines. Data gathered from writing instructors, are analysed through narrative analysis. The findings indicate that lecturers utilize diverse digital resources and platforms, such as WhatsApp, Google Site, Microsoft Office, and ChatGPT. However, despite this integration, lecturers encounter challenges in teaching Academic Writing. These challenges encompass students' struggles with standard and scientific English in sources, difficulty in reading and writing English, overreliance on chatbots affecting original writing, student procrastination despite media variety and deadlines, unstable network usage in some areas, and students' reluctance to share thoughts due to fear of making mistakes.Keywords: Digital Literacy; Teaching and Learning; Academic Writing
DEVELOPMENT OF DIGITAL LITERACY AND PROBLEM-SOLVING SKILL-INFUSED ENGLISH READING MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS. A NEED ANALYSIS Hapizah, Siti Nurul; Sulistyaningrum, Siti Drivoka
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3491

Abstract

This study aims to analyze the English reading materials currently used by senior high school students and evaluate the extent to which they incorporate digital literacy and problem solving. The study was conducted at a senior high school in Bekasi, Indonesia. The research employs qualitative content analysis to examine the existing English reading materials, which consist of English textbooks. Furthermore, interviews with three English teachers were conducted to explore the needs of learning materials further. The findings reveal a gap between the current materials and the descriptors of digital literacy and problem solving. Therefore, it indicates an urgency to develop new English reading materials that promote problem solving and incorporate digital literacy to better facilitate the students’ needs.
THE MORPHOSYNTACTIC STRUCTURE AMONG ISLAMIC BOARDING SCHOOL MULTILINGUAL STUDENTS IN INDONESIA: A LANGUAGE TRANSFER PHENOMENON Yani, Achmad; Zen, Evynurul Laily; Suharyadi, Suharyadi
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3717

Abstract

This study investigates the phenomenon of language transfer among multilingual students at an Islamic boarding school, focusing on the morphosyntactic structures in recount texts written by students. Using descriptive quantitative methods, the research was conducted at a boarding school in South Kalimantan. Data were collected through free-writing exercises with ten selected students. The findings showed no significant statistical difference in language transfer between English and Arabic. However, interviews indicated that students often use Indonesian when forming sentences in English and Arabic, supporting the TPM theory. Future research should include a larger sample size, particularly from boarding schools, as each institution’s unique approach to multilingual education can influence language transfer in different ways.
EXPLICIT INSTRUCTION: A METHOD TO ENGAGE STUDENTS IN ENGLISH AS A FOREIGN LANGUAGE (EFL) SOURCE-BASED WRITING Maulidiyah, Noor
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.4030

Abstract

Academic writing is a crucial subject for university students to equip them with the necessary skills for writing academic research papers. However, writing is a particularly complex skill for a second language and foreign language learners to learn. University students may lack background knowledge about English writing, particularly writing based on sources. Source-based writing is a fundamental academic writing skill in universities. It includes the skills of paraphrasing, summarizing, and synthesizing. English as a Foreign Language (EFL) learners may face difficulties in producing such writing which could lead to higher practices of plagiarism and academic misconduct. These practices of plagiarism and academic misconduct could be minimized by explicit instruction on source-based writing in Academic Writing courses. This paper argues that explicit instruction is an effective method for teaching source-based writing. The paper aims to explore the concept of explicit instruction in teaching and learning EFL source-based writing. The writer utilized qualitative secondary research and reviewed 15 relevant sources published between 2014 and 2024. Through this qualitative secondary research which is a form of library research, the notion of explicit reading and writing instructions is investigated. Furthermore, this paper explores strategies that can be employed in teaching source-based using explicit instruction in Indonesian tertiary-level EFL classrooms. The paper also highlights the challenges in implementing explicit instruction. This method of explicit reading and writing instructions should provide practical implications for teaching source-based writing. Keywords: academic writing; explicit instruction; source-based writing; paraphrasing; summarizing; synthesizing  
THE INTEGRATING INTERCULTURAL COMPETENCE INFUSED ENGLISH READING MATERIALS FOR 10TH-GRADE STUDENTS: A NEED ANALYSIS Anjani, Suci Dhea; Sulistyaningrum, Siti Drivoka
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3478

Abstract

The educational sector is gaining significant interest in intercultural competency due to its potential to enhance students' global learning experiences and academic performance. In this study, a needs analysis was used to investigate the existing learning materials of the needs of 10th-grade students in intercultural competence for English reading materials. The primary goal of this research is to analyze the English reading materials currently used by 10th-grade students and evaluate the extent to which they incorporate intercultural competence. In addition, the results of the need analysis show the gap between the current materials and intercultural competence. However, the result also found that students need teaching materials that contain intercultural values. These values are taken from international, national, and local cultures. Therefore, it indicates an urgency to integrate new English reading materials that promote intercultural materials to facilitate the needs of students.
IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE (AI) TECHNOLOGY IN ENGLISH LANGUAGE LEARNING THROUGH PUZZLE MAKER MEDIA Pratiwi, Dian; Yuniarti, Fatma; Nuryanti, Nuryanti
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.3743

Abstract

In today's digital era, the use of technology in education is increasingly important to improve the effectiveness and efficiency of the learning process. AI-based Puzzle Maker is expected to be an innovative tool to overcome challenges in English language learning, especially in improving students' vocabulary and comprehension skills. This study aims to evaluate the effectiveness of the application of Artificial Intelligence (AI) technology in learning English through Puzzle Maker media at SD Muhammadiyah Ambarawa. The method of data collection was through learning outcome tests (pre-test and post-test), classroom observation, and interviews with teachers and students. The results showed a significant increase in the students' average score from 60 in the pre-test to 85 in the post-test. The percentage of students who reached the Minimum Completion Criteria (KKM) also increased from 50% to 90%. In addition, classroom observations and interviews revealed that students' engagement and motivation in learning increased significantly.Teachers find it easy to deliver material and get automatic feedback through AI-based Puzzle Maker media. In conclusion, the application of AI technology in Puzzle Maker media is effective in improving students' learning outcomes, engagement and motivation, and simplifying the teaching process for teachers. 
NON-DIGITAL LANGUAGE GAMES TO CREATE MEANINGFUL LEARNING EXPERIENCE FOR ADULT LEARNERS Sastrikirana, Anastasia; Pramudita, Wahyu
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.4031

Abstract

Civil servants are expected to be professional and competent because they have to be able to work well and to tackle challenges in VUCA conditions. To improve their competitiveness, opportunities to continue to higher level of education are given. Those who take these opportunities should attend TOEFL Preparation classes held by the Language Training Center of the National Institute of Public Administration. In order to help them learn TOEFL, three non-digital language games were developed and applied in the classroom to help them learn. To obtain data whether these games could create meaningful learning this research was conducted. Data were gathered from online questionnaire whose questions were revolved around five attributes of meaningful learning and also from classroom observation. The results showed that all attributes of meaningful learning which were active, constructive, intentional, authentic, and cooperative were achieved. The games enabled them to actively and enthusiastically played the non-digital language games with their classmates. They also shared common knowledge that they could use to answer Structure and Written Expressions questions. They also mentioned that the games helped them construct their initial knowledge and the new knowledge they learnt in the classroom. They also agreed that the games enabled them to obtain a clear description of the real TOEFL Structure and Written Expressions.Keywords: non-digital language games; meaningful learning experience; adult learners

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