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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 176 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.
A COMPARATIVE ANALYSIS OF BLOOM’S TAXONOMY IN LEARNING OUTCOMES OF 10TH-GRADE MERDEKA CURRICULUM MODULES IN YOGYAKARTA AND WEST KALIMANTAN Gabriela Apriani Koli; Prisca Eirene Pricillia; Melvina Risky Gabriella; Caku Caku; Concilianus Laos Mbato
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6264

Abstract

The Merdeka Curriculum gives schools and teachers greater autonomy in designing ‘result learning objectives’, which can result in variations in cognitive orientation between regions. This study examines the distribution of LOTS and HOTS in the learning outcomes of 10th grade English classes developed based on the Merdeka Curriculum in two regional contexts: Yogyakarta and Sintang, West Kalimantan. This study used a comparative qualitative research design and applies content analysis to evaluate learning outcomes extracted from two English modules developed by teachers. Bloom's Revised Taxonomy was adopted as an analytical framework to classify learning outcomes into six cognitive levels and categorize them into LOTS and HOTS. The results show that the two modules cover all levels of Bloom's taxonomy, indicating broader compliance with the curriculum's emphasis on cognitive development. However, differences are often found in cognitive orientation. The module in Yogyakarta placed more emphasis on HOTS, targeting 56% LOTS and 44% HOTS, while the Sintang module emphasized LOTS more, targeting 54.5% LOTS and 45.5% HOTS. These differences reflected variations in regional context, teacher assessment, and resource availability in curriculum implementation. This study emphasizes the need for more authentic, balanced, and context-sensitive work guidelines to help integrate HOTS more consistently across regions within the Merdeka Curriculum framework.Keywords: Higher-Order Thinking Skills (HOTS); Learning Outcomes Alignment; Lower-Order Thinking Skills (LOTS); Merdeka Curriculum; Qualitative Content Analysis; Revised Bloom’s Taxonomy Framework
STUDENTS' EXPERIENCES IN REVIEWING LEARNING MATERIAL USING QUIZIZZ THROUGH PEER TEACHING APPROACH Muhammad Dzimar; Ida Syarifa; Ahmad Burhanuddin
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5020

Abstract

In today’s digital learning environment, integrating technology into the classroom has become essential to enhance student engagement and understanding. Quizizz, a gamified learning application, offers features such as instant feedback, varied question types, and competitive elements, making learning more interactive and enjoyable. Coupled with peer teaching, where students design questions and explain them to classmates, this method fosters deeper conceptual understanding, collaborative learning, and motivation. This study explores students' experiences in reviewing learning materials using the Quizizz platform through a peer teaching approach. Using a qualitative research design, data were collected through observation, documentation, and structured interviews with four English Education students at UIN K.H. Abdurrahman Wahid Pekalongan. The findings indicate that students responded positively to the use of Quizizz, describing it as fun, easy to use, and motivating. Peer-created quizzes contributed to a relaxed learning atmosphere, encouraging participation and focus. However, the study also identified several challenges, such as technical issues related to internet connectivity and difficulties in question design. Despite these obstacles, the integration of Quizizz with peer teaching is considered effective in enhancing engagement, promoting learner autonomy, and supporting meaningful learning experiences. This research offers insights into how gamified digital platforms, when combined with collaborative strategies, can support modern educational practices.Keywords: Digitaal learning, EFL classroom, Gamification, Peer teaching, Quizziz.
VOCATIONAL HIGH SCHOOL STUDENTS' PERCEPTIONS OF USING AI FOR LEARNING ENGLISH: BENEFITS AND CHALLENGES Yuniarti Yuniarti; Sri Rahayu Pebriani
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5448

Abstract

This study investigates vocational high school students’ perceptions of using artificial intelligence (AI) in English language learning, focusing on both the benefits and challenges. The research was conducted with 11th-grade students at SMK Model Patriot IV Ciawigebang, Kuningan, West Java, Indonesia, employing a mixed-methods design. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained from open-ended responses and semi-structured interviews. The findings indicate that students perceive AI as a supportive tool that enhances comprehension, enriches vocabulary, improves efficiency, and provides instant feedback, thereby fostering greater autonomy in learning. However, students also expressed concerns about information overload, inaccurate or irrelevant feedback, overreliance on AI for assignments, superficial learning, and ethical issues such as plagiarism. These dual perceptions highlight AI’s ambivalent role as both a facilitator and a potential risk in language education. For vocational students, whose learning is closely tied to employability, this paradox underscores the necessity of embedding AI within pedagogically sound frameworks that balance accessibility and innovation with critical thinking and ethical awareness. The study contributes to the growing body of literature on AI in education by offering context-specific insights from Indonesia and emphasizing the importance of careful integration of AI in vocational English instruction.
TEACHERS’ PERSPECTIVES ON MULTILINGUAL EDUCATION IN EARLY CHILDHOOD: A CASE STUDY OF TADIKA MUJAHEDEEN KINDERGARTEN, SOUTHERN THAILAND Munawarah Munawarah; Faizatul Husna; Rena Juliana; Chantana Muhammad
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6278

Abstract

Southern Thailand has a rich plurilingual background in the context of early childhood education. At home, children generally speak Patani Malay, while Thai serves as the national language and medium of instruction, Arabic is used in religious activities,  and English is taught as a foreign language. This study aims to explore educators' perspectives on plurilingual education at Tadika Mujahedeen, as well as to identify various challenges and opportunities that arise in daily learning practices.The research design employed was descriptive qualitative, involving three educators and one parent as participants, who were selected through purposive sampling. Data collection was conducted through semi-structured interviews and analyzed thematically to examine language use, learning approaches, and their impact on child development. Research findings show that Thai serves as the primary language in the learning process, whereas Patani Malay, English, and Arabic are introduced contextually through child-centered activities such as singing, storytelling, and playing. Educators report challenges related to the linguistic diversity of learners and their limited proficiency in certain languages. Nevertheless, adaptive strategies and cooperation with parents have proven effective in supporting plurilingual learning.Plurilingual education is seen as capable of increasing children's confidence, communication skills, and positive attitudes toward language learning. Overall, this study reveals how plurilingual practices are naturally integrated into daily classroom interactions in Islamic-based early childhood education settings in Southern Thailand.
FROM THEORY TO PRACTICE: PEDAGOGICAL COMPETENCE TRANSFORMATION OF EFL PRE-SERVICE TEACHERS DURING TEYL PRACTICUM IN KINDERGARTENS Henry Elisa; Yokie Prasetya Dharma; Tuti Tuti
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6533

Abstract

This study investigates the transformation of pedagogical competence among sixth-semester EFL pre-service teachers during a Teaching English to Young Learners (TEYL) practicum in kindergartens in Sintang. The study explores how sixth-semester English Language Education students from STKIP Persada Khatulistiwa navigate the shift from theoretical knowledge to real-life classroom practice in the even semester of Academic Year 2024/2025. Data were collected through reflective journals, semi-structured interviews, video recordings of teaching, and feedback from mentor teachers at partner kindergartens in Sintang. Using thematic analysis, findings reveal three key transformation stages: 1) Reality Shock confronting the gap between TEYL theories and under-resourced classrooms, 2) Contextual Adaptation developing strategies by integrating local culture, nature-based media, and children’s L1, and 3) Teacher Identity Formation shifting from “English instructor” to “facilitator of meaningful childhood experiences”. The study also identifies critical incidents that accelerate competence growth, including managing multilingual learners and teaching with technology. Implications suggest that TEYL practicum should be redesigned as a life-based experiential learning model rather than mere teaching drills. This research contributes to EFL teacher education discourse by linking pedagogical competence with social responsiveness.
SCRUTINIZING PAPUAN EFL STUDENTS’ READING COMPREHENSION IN THE LIGHT OF METACOGNITIVE STRATEGIES Onni Tabuni; Reiner J. H. G. Lawalata; Abel Yohanis Romrome
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5469

Abstract

Reading comprehension is a crucial skill for English as a Foreign Language (EFL) learners, yet many students in Papua Pegunungan struggle with it due to low literacy levels, limited motivation, and ineffective reading strategies. This study investigated the role of metacognitive strategies namely planning, monitoring, and evaluating in enhancing EFL students’ reading comprehension. A mixed-method design was employed, involving 35 undergraduate students at STKIP Kristen Wamena. Data were collected through reading comprehension tests, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), and semi-structured interviews. Quantitative findings revealed that most students performed at a medium level of comprehension (62.9%), with difficulties in higher-order skills such as inference and integration. Students reported moderate use of metacognitive strategies (M=3.2), applying monitoring most frequently, while planning and evaluation were less evident. Correlation analysis confirmed a significant positive relationship between strategy use and comprehension, particularly monitoring (r= 0.62, p < 0.01). Qualitative data indicated that high-performing students consistently monitored and evaluated their understanding, while low achievers read reactively without clear goals. The study concluded that explicit training in metacognitive strategies, especially planning and evaluation, alongside efforts to foster reading motivation, is essential for improving comprehension outcomes among Papuan EFL learners.
INTEGRATING GENERATIVE AI (GROK.AI) INTO THE DEVELOPMENT OF PERSONALIZED ENGLISH TEACHING MEDIA IN KINDERGARTEN Guniar Larasati; Mauly Halwat Hikmat
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6355

Abstract

This study investigates the process of Integrating Generative Artificial Intelligence, specifically Grok.ai, into the development of personalized English teaching media in kindergarten. Adopting a descriptive qualitative approach, this study was conducted at TK Kartika XV-3, Kartasura, Sukoharjo, Central Java, with 41 students participating in an English lesson on the theme of Occupations and Workplaces. Data were collected through direct observation, semi-structured interviews with the classroom teacher, and documentation of the AI-generated media and classroom activities. Data analysis followed Miles, Huberman, and Saldaña’s (2014) interactive model. Findings reveal that Grok.ai was integrated through a deliberate two-stage process: (1) the creation of personalized flashcards in which each student’s photograph was transformed via AI-generated image editing to depict the child wearing a professional costume, and (2) the development of differentiated worksheets tailored to the distinct proficiency levels of two student groups. Both stages required carefully crafted prompts and iterative refinement cycles to produce outputs that were visually appropriate and pedagogically usable. These findings confirm that effective integration of generative AI in early childhood English teaching media demands deliberate prompt literacy and systematic pre-observation of student needs, and that Grok.ai is an effective tool for creating personalized, developmentally appropriate English teaching materials in Indonesian kindergartens.Keywords: English Teaching; Generative AI; Grok.ai; Kindergarten; Personalized Media

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