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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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CHALLENGES OF TEACHING ENGLISH TO YOUNG LEARNERS IN SMALL CLASSROOM Maulana, Rivki Surya; Fahriany, Fahriany
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.v8i1.4077

Abstract

This qualitative study explores the challenges faced by teachers delivering offline, small-group English courses to young learners. It has been known that it is best for students to learn English at an early age. The class size itself is relatively small compared to formal school class. These classes have around three to six students. Despite that, it has been found that the teaching process, even in the small classroom, is not without challenges. There were two experienced teachers who had participated in this study. Through interviews with teachers and classroom observations, the study identifies two key obstacles: student shyness hindering participation and frequent mood swings disrupting the learning environment. Students who are shy are not willing to participate in the activity which stalled the learning process. Also, their frequent mood-swing proves to be difficult to handle as the students could just stop participating or even be disruptive toward their friends . These findings highlight that effective instruction for young learners goes beyond just lesson planning and selecting materials. Teachers need to actively cultivate an engaging and confidence-building classroom environment. The study emphasizes the importance of utilizing positive reinforcement and ensuring all students within the small group setting receive equal attention. This understanding can inform the development of more effective teaching strategies for teachers of young learners in offline small-group English courses.Keywords: English; English Course; Small Group Classroom; Young Learners
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.
INVESTIGATING ENGLISH PRONUNCIATION CHALLENGES AMONG THE DAYAK KANAYANT EFL PRE-SERVICE TEACHERS Rische, Veggi; Nurcahyoko, Kunto; Siboro, Efrika
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.v8i1.4544

Abstract

This study investigates the pronunciation challenges of Dayak Kanayant EFL pre-service teachers and strategies to mitigate such challenges. The present study employed a mixed methods approach. There were 10 pre-service teachers who participated in the study. For the quantitative data, the participants were asked to do voice recordings of 30 English words to identify patterns of pronunciation errors. To generate the qualitative data, in-depth interviews were conducted with participants to explore the strategies they used to overcome pronunciation challenges. Three primary categories of pronunciation problems were identified: complicated errors (6.7%), vowel errors (41%), and consonant faults (52.3%). Vowel errors frequently entailed replacing English vowels with Dayak Kanayant phonetic system-related sounds, while consonant errors included replacing /f/ and /v/ with /p/ and /b/ since these sounds are not present in their mother tongue. Consonant clusters and silent letters were among the complex errors. Participants used a variety of strategies to overcome these obstacles, such as technology-based resources (including YouTube and Google Translate), peer feedback, mimicking and repeating native speakers, and heightened awareness of how their original accent affects how they pronounce English. The study emphasizes the significance of comprehending the phonetic distinctions between the Dayak Kanayant language and English, and it recommends that pre-service teachers employ focused techniques to enhance their pronunciation.
THE VISUAL IMAGES OF ENGLISH FOR MARITIME VOCATION TEXTBOOK Tawrofie, Nindi Assabila; Murtafi’ah, Banatul
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.v8i1.3844

Abstract

This study aims to identify the types of visual images in English for Specific Purposes (ESP) of English for Maritime Vocation. This research used a qualitative research method using content analysis. The researchers used Kress and van Leeuwen's (2006) Visual Grammar framework to analyze the visual design from English in Maritime Vocation book written by Kurniawan et al. (2023). The book contains 33 visual images. The analysis has revealed that the representational modes with non-human picture were more prevalent. The finding shows that the visual images in this textbook are related to the objects that the students in Maritime Industry vocational school learn. In terms of interactive modes, visual images in this textbook use a lot of long-shot and oblique perspective. Additionally, the book predominantly utilizes color to enhance materials, accompanied by contextualization pictures depicting actual events. Then, for the compositional mode, illustrative images have an enormous value, providing concrete evidence so readers can understand the picture more effectively. The findings implied that this ESP textbook has a precise function for educational material and contains educational value for English in Maritime Industry which makes this book suitable because the visual images in this book show the real situation of the professional world. This study could help ESP teachers develop their content knowledge skills and understand the value of images in language learning by selecting images aligned with the pedagogical objectives.
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.
EFFORT OF THE LECTURES TO IMPROVING ENGLISH SKILLS IN INTENSIVE COURSE CLASS Usman, Safinatun Najah; Ismiatun, Febti; Ashari, Ali
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.v8i2.4476

Abstract

ICT plays an important role in all aspects of daily life, especially in teaching and learning. The purpose of this study is to find out the efforts of lecturers in improving English language skills in intensive course classes. The research uses a qualitative method with a single case study design. The participants in this study were taken 2 participants from private university lecturers’ who taught intensive course classes in the first semester. The results of this study show that lecturers make various efforts to improve students' English language skills in the Intensive Course class, in response to the challenges faced in the class. The efforts and strategies made by lecturers include: (1) utilizing students with good English skills, (2) providing additional time outside of class hours, (3) supporting the formation of study clubs among classmates, (4) providing directions for utilizing technology or artificial intelligence (AI), and (5) motivating students to stay enthusiastic.
TEACHER BELIEFS OF ENGLISH GRAMMAR INSTRUCTION IN MERDEKA CURRICULUM Azalia, Syafina; Triastuti, Anita; Margana, Margana
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.v8i1.4194

Abstract

As one of the essential elements in mastering the English language, grammar teaching remains a subject of debate. While the Merdeka curriculum encourages students to be more active in class and become independent learners, some teachers prefer to teach grammar in an isolated and explicit manner, while others believe in teaching grammar implicitly and within context. Given this issue, understanding teachers' beliefs about grammar is crucial to uncovering how they teach it in the classroom. This study aims to explore the teaching practices of two teachers at a reputable high school in Yogyakarta. Employing a descriptive qualitative method, the study used observation and open-ended interviews to gather data. In analyzing the data, the study applied the framework of Graus & Coppen (2016) to specify the grammar instruction strategies used by the teachers. The findings revealed that both teachers align with the goals of the Merdeka curriculum, which aims to foster independent learning by implementing various grammar instruction methods, such as Meaning-Focused Instruction that emphasizes linguistic function rather than form, Focus on Form (FonF) technique that concentrate on correcting grammar errors through student reflection rather than direct error correction, Implicit instruction which integrates grammar learning in real-life contexts, and Inductive Teaching Strategies that encourage critical thinking by having students deduce grammar rules from examples in the text rather than being explicitly taught the rules. Therefore, this study demonstrates that both teachers' methods align with the goals of the Merdeka curriculum.
POST-PANDEMIC LEARNING SUSTAINABILITY: USING CANVAS INSTRUCTURE LEARNING MANAGEMENT SYSTEM IN ENGLISH CLASSES Pratika, Dellis
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.v8i2.4833

Abstract

Canvas Instructure is a web-based LMS used in universities, mainly in North America, even before the COVID-19 outbreak 2020. The pandemic forces higher education to adapt to a new way of learning, and Canvas has increasingly been popular to facilitate online teaching and learning processes worldwide. However, it is relatively new to Indonesian higher education. Therefore, this research aims to describe the perception of a lecturer teaching English classes and the students using Canvas in an Indonesian university to sustain their post-pandemic learning. The researcher used a qualitative design with an interview and a focused group discussion. The data about the challenges, benefits, and expectations were obtained from observation and discussion with an English lecturer and students as the Canvas users. From the lecturer's perspective, Canvas can assist the users in designing organized modules, giving transparent grading, reusing courses, using less paper, and so on. However, when designing the course, the lecturer spent a lot of time. Therefore, the lecturer expects to collaborate with others in designing the course. As for the students, the challenge primarily lies in the Internet connection. On the other hand, it allows time and place flexibility, unlimited attempts, transparent rubrics, and grades, and many more. They expect all the English lecturers to use Canvas and to lessen the handwriting assignments. However, there are limitations to the data as the sample may not reflect or represent the views in a population and it is only relevant to the participants who share the common concerns or experiences.
COGNITIVE LEVELS OF INDONESIAN JUNIOR HIGH SCHOOL ENGLISH TEXTBOOK QUESTIONS: A REVISED BLOOM'S TAXONOMY ANALYSIS Hidayat, Muhammad Yusril Rizqi; Rohmana, Wahyu Indah Mala
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.v8i1.4565

Abstract

English textbooks play a crucial role in English Language Teaching (ELT) and cognitive development, particularly through the questions they incorporate, which is essential in shaping students’ analytical and reasoning skills. Previous studies have investigated the cognitive demands of textbook questions, where Lower-Order Thinking Skills (LOTS) are more prevalent than Higher-Order Thinking Skills (HOTS). This imbalance raises concerns regarding the effectiveness of textbooks in fostering students' critical thinking abilities. While these studies have primarily focused on specific sections or types of questions, there has been limited research examining the overall cognitive levels of all questions within a single textbook. This study aims to analyze the cognitive levels of the questions in the “English for Nusantara” textbook for eighth-grade students using Revised Bloom’s Taxonomy. Using a descriptive content analysis method both qualitative and quantitative approaches were used to classify and calculate the frequency of the cognitive levels.  The result of the study shows that the textbook is more inclined to LOTS than HOTS. In particular, comprehension (C2) was the most frequently used cognitive process (37.28%), followed by application (C3) (28.92%), while analysis (C4)  (11.50%), evaluation (C5) (3.48%), and generation (C6)  (8.36%) were used least frequently. This means that students are mostly engaged in the lower order cognitive processes such as comprehension and application. The study suggests that while the textbook supports basic language skills, it provides insufficient emphasis on critical thinking. Thus, curriculum developers and teachers should incorporate more HOTS-based questions to align with the Curriculum's objectives.
GTM VS TPR: UNVEILING VOCABULARY TEACHING METHODS ON THE 'JAGO BAHASA' YOUTUBE CHANNEL Juliasti, Linda Saufi; Jannah, Miftahul; Assapari, Muhammad Mugni; Agustina, Titik
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.v8i1.3878

Abstract

This study aims to examine the implementation of the Grammar Translation Method (GTM) and the Total Physical Response (TPR) method by English tutors on the JAGO BAHASA YouTube channel and evaluate their effectiveness in teaching English vocabulary. The research uses a descriptive qualitative approach with a case study design to deeply understand the specific context and practices in an educational setting. The analysis focuses on 15 short videos (20-60 seconds each) from up to 12 tutors, starting from January to early March 2024. The results show that the use of GTM and TPR on the YouTube channel has both positive and negative impacts on English vocabulary learning. Overall, the analysis demonstrates that the tutors combine both methods, providing a comprehensive learning experience that caters to various learning styles and enhances the effectiveness of vocabulary instruction. Furthermore, the findings demonstrate that the Grammar-Translation Method and the TPR method are effective in enhancing vocabulary learning, resulting in a well-rounded and engaging language learning experience. 

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