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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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STUDENTS' PERSPECTIVES ON THE USE OF QUIZIZZ AS A GAMIFIED PLATFORM FOR LEARNING ENGLISH SPEAKING Nawawi, Yosephine Fransiska; Regina, Regina; Riyanti, Dwi
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.v7i2.3251

Abstract

This research described students’ perspectives on using Quizizz as a gamified platform for learning English speaking and how they learn through it. It is a descriptive qualitative study. The study subjects were twenty-four Indonesian National Army in Regional Military Command (KODAM) XII Tanjungpura Pontianak personnel. The data were gathered using open-ended questionnaires and semi-structured interviews and analyzed thematically. It showed that Quizizz is a fun platform for learning English speaking. Quizizz positively impacted students’ motivation, assistance, comfort, engagement, and focus during learning. With the support of Quizizz, the students were enthusiastic about learning English speaking more seriously. This gamified platform has increased their self-assurance to speak, competitiveness during learning, and goal awareness. Students are suggested to have an adequate internet connection to do Quizizz with ease and invite their friends to join and explore more English materials available there to gain more challenges in learning through play. The teachers should use the timer feature to reduce students’ ability to look up answers as they work through Quizizz and alert them.
WOMEN SUBORDINATION IN TEMPURUNG BY OKA RUSMINI Agustina, Hiqma Nur
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.v7i2.4027

Abstract

Women experience a lot of repression from culture, gender stereotypes, and the social environment in society. The depiction of the women's suffering was written in a novel entitled Tempurung by Oka Rusmini. The aims of this research are (1) to identify Balinese women's marriages and the ownership of their bodies that never belong to them; and (2) to identify the gender stereotype that often makes Balinese women not have the right to determine their lives. This study uses gender and patriarchy concept, qualitative and library methods. The results of the study are (1) the women characters in the novel are the victims of the culture and rules in the society; (2) the gender stereotype means women characters can only surrender and not dare to rebel. They are trapped in the culture and tradition that makes them suffer and speechless in their whole life. Gender stereotypes make them silent and finally give up on the culture surrounding them. Their lives and deaths are a fate that must be accepted without having the right and voice to be themselves. The results of the research strengthened the previous research about women's subordination because of culture, gender stereotypes, and social environment. They are alive, but they do not have the right to determine their body and soul.Keywords: Balinese women, culture repression, gender stereotype, subordination, social environment
NAVIGATING IDENTITY: STUDENTS’ CULTURAL JOURNEY IN ENGLISH WRITTEN COMMUNICATION Wakerkwa, Dian Agustina Purwanto
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.v7i2.4032

Abstract

Language is a fundamental component of culture, facilitating the exchange of cultural knowledge and the formation of identity among cross-cultural users. This study investigates EFL students’ intercultural experiences and how these experiences are reflected in their writings as they attempt to negotiate and maintain their cultural identity. As a part of English language learning, producing written texts requires comprehension of linguistic traits entangled in culture. The success of foreign language learning has a greater chance when cultural considerations become integral to the learning process. Therefore, lecturers and students must recognize the inseparable relationship between language and culture and that culture is not limited to the ways it is expressed through words. The data were gathered from students’ argumentative essays on a culturally sensitive topic and analyzed using Ivani?’s identity framework, focusing mainly on the autobiographical and discoursal selves, supplemented by in-depth interviews. The findings indicate that despite diverse cultural experiences, all students expressed similar perspectives on the issue, aspiring to be recognized as individuals with a moral foundation inherent to their culture.  Keywords: written discourse; cultural experience; culture; identity, EFL students
INDONESIAN NON-ENGLISH MAJOR STUDENTS’ VIEWS AND EXPERIENCES: DUOLINGO FOR LEARNING ENGLISH Zumrudiana, Ainu; Syafitri, Nurul Intan; Lestari, Iin Widya; Zainuddin, Moh
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.v7i2.4038

Abstract

The research investigated non-English major students' views and perspectives on learning English through Duolingo. Qualitative methods were used, with 30 questionnaire items and 15 interview prompts to gather data on students' perception of using Duolingo to learn English, as well as the difficulties and obstacles they encountered. The participants were 41 undergraduate students in the sixth semester of the Early Childhood Education major at a university in Bojonegoro. This research focused on using Duolingo as a learning tool to enhance the teaching and learning process, considering the impact of technological advancements in education. The results showed that nearly 99% of participants viewed Duolingo as useful and functional. Challenges and obstacles in using the application for English learning were categorized into internal factors (mood, laziness, lack of knowledge, and time constraints) and external factors (network issues, smartphone usage, and application errors).Keywords: Duolingo application; learning English; English learning application; English learning media
STUDENTS’ ENGAGEMENT IN ENGLISH FOR SPECIFIC PURPOSES (ESP) GROUP DISCUSSIONS: A CASE STUDY AT A UNIVERISTY Barella, Yusawinur; Safitri, Isnaini Nur; Asri, Anindhiasti Ayu Kusuma
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.v7i2.4028

Abstract

English for Specific Purposes (ESP) constitutes a pedagogical approach to English language acquisition. It provides students by learning language in a certain context. Studies on implementing group discussion have been done, but not focusing on their engagement. Thus, this study investigates student engagement in English for Specific Purposes (ESP) group discussions at a university level. ESP courses are designed to meet the specific language needs of students in professional or academic contexts, enhancing their communication skills relevant to their fields. The research employs a qualitative methodology, utilizing thematic analysis to explore students' experiences and perspectives. Data were collected through classroom observations and interviews with eight undergraduate students from two higher education institutions in Indonesia. The findings reveal that group discussions in ESP classes significantly enhance students' oral communication skills, teamwork, and problem-solving abilities. However, challenges such as unequal participation and language anxiety were also identified. The study underscores the importance of effective moderation and structured discussions to ensure equitable participation and maximize engagement. These insights have practical implications for improving instructional strategies in ESP courses, ultimately fostering a more engaging and effective learning environment.Keywords: English for Specific Purposes, group discussion, students’ engagement 
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.
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.
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

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