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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 AND STRATEGIES IN THE IMPLEMENTATION OF ENGLISH SYLLABUS IN HIGHER EDUCATION Normawati, Afi; Putra, Daffa Alamsyah; Manggolo, Noor Sahid Kusuma Hadi; Nugrahaeni, Dwitiya Ari
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.v8i2.5297

Abstract

The implementation of an English syllabus in higher education often reveals a gap between the planned curriculum and actual classroom practice. While this is a known issue, limited research has explored the specific challenges and strategies from the perspective of lecturers in the Indonesian university context. This study addresses this gap by investigating the difficulties lecturers face and the adaptive strategies they employ. This research utilised a qualitative descriptive method, gathering data through semi-structured interviews and classroom observations with English language lecturers from several Indonesian universities. The findings reveal that challenges in syllabus implementation are caused by both internal and external factors. The internal factor is the significant variation in students’ English proficiency level, which is often linked to students’ motivation gap and limited English language practice, leading to the needs for differentiated learning in the classroom. The external factor is the world rapid change, which requires teaching materials to remain relevant and updated. In addition, time constraints further complicate the implementation. To manage these, lecturers apply strategies such as differentiated teaching, strategic code-switching, material updates, and flexible time management. Importantly, lecturers perceive these adaptations not as a misalignment with the syllabus, but as a necessary and professional flexibility to meet students' needs. The study concludes that effective syllabus implementation is a dynamic process of adaptation rather than rigid adherence. A collaborative approach between syllabus designers and implementers, combined with continuous evaluation, is essential to ensure the syllabus remains a relevant and effective tool that can respond to diverse student needs.
INDONESIAN EFL NON-ENGLISH MAJOR STUDENTS’ MOTIVATION TO USE AI IN WRITING Silalahi, Rentauli
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.v8i2.4606

Abstract

This study investigates the motivations of Indonesian non-English major EFL freshmen students in using Artificial Intelligence (AI) for writing. While the role of AI in academic contexts has been widely studied, most research has focused on English department students, leaving a gap in understanding how students outside these departments engage with AI tools for writing. Using a mixed-methods approach, this study combines a closed-ended survey with semi-structured interviews to explore students' motivation to adopt AI in their writing practices. Grounded in the Technology Acceptance Model, this study surveyed 40 freshmen students and conducted interviews with five selected through convenience sampling. The findings suggest that students primarily adopt AI for its perceived ease of use and its ability to assist with common writing challenges, such as grammar, vocabulary, and sentence structure. However, some students reported difficulties with AI’s accuracy and the need for more effective prompting techniques. Despite the benefits, the study also highlights concerns about students’ growing dependence on AI, potentially hindering their development of independent writing skills. These findings contribute to the ongoing discourse on AI integration in language learning and offer implications for educators and curriculum developers in supporting students’ use of AI while fostering critical writing skills. Future research should explore long-term effects and strategies to mitigate overdependence on AI tools.
COMPREHENSIVE TEST ITEMS ANALYSIS OF TEACHER-MADE ENGLISH SUMMATIVE ASSESSMENT IN THIRD GRADE PRIMARY SCHOOL Wibowo, Enggar Pangesti
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.v8i1.4241

Abstract

Summative test is a written test given at the middle or end of the semester. This study aims to investigate the overall quality of a teacher-made English summative test at one of private Islamic elementary school in Semarang, Central Java, using the general and specific guidelines set for constructing good test items. This research offers a document analysis of a qualitative study involving teacher-made test at primary school level that remains under-explored. The study reveals that the test instrument consists of single and complex multiple-choice questions, short answers and essays that assess the students’ ability in vocabulary, grammar, and simple sentences. The test items generally meet most of the aspects of the principles, but some aspects require further attention such as the use of correct punctuation and spelling, clear, contextualised and functional images, and appropriate grammar. In particular, the options in single-choice and complex multiple-choice questions should be organised homogeneously. For short answer questions, it is necessary to ensure that each question has one correct answer. On the essay questions, no significant problems were found. Revisions are needed to enhance the quality of the test. Accordingly, this study provides valuable insights and improvement recommendations to address aspects that become concerns.

Page 17 of 17 | Total Record : 163

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