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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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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.
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
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. 
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.
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.
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

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