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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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OVERCOMING PRONUNCIATION IN ENGLISH LANGUAGE LEARNING USING BINGO GAMES Warda Anggraeni; Handi Pabriana
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.v9i1.5215

Abstract

Pronunciation remains a persistent challenge for Indonesian EFL learners, particularly for Sundanese-speaking students who often struggle to distinguish English phonemes such as /p/, /f/, and /v/ due to first language interference. While previous studies have highlighted the benefits of game-based learning, there is limited research on the use of Bingo games specifically for targeted phonological intervention in this context. This study aims to bridge this gap by investigating the effectiveness of Bingo games in improving the pronunciation skills of fifth-grade students in West Java. Employing a mixed-method Classroom Action Research (CAR) design, the study involved 19 students and was conducted in two cycles, each comprising planning, acting, observing, and reflecting phases. Pronunciation assessments (pre-test and post-test), along with observational notes and additional documentation, were utilized to gather data. The results demonstrated significant improvements in students’ ability to distinguish and pronounce /p/, /f/, and /v/ after the Bingo game intervention, with average post-test scores increasing in both cycles. Observation data further revealed enhanced student engagement, enthusiasm, and classroom participation, especially in the second cycle following instructional refinements. These findings suggest that integrating Bingo games into English lessons can effectively address specific pronunciation difficulties while fostering a more interactive and motivating learning environment. The study recommends that teachers adopt game-based strategies like Bingo to support pronunciation development and calls for further research into long-term impacts and adaptations for diverse learner needs
A DESCRIPTIVE ANALYSIS OF NOUN PHRASES IN EFL STUDENTS’ ESSAYS Maida Norahmi; Olga Dona Retsi; Susan Ira Nova; Lesly Martha Cecylia Meka; Tutik Haryani; Sovia Rahmaniah; Cendikia Flory Aristia; Siti Munawarah; Windi Fitriyani
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.v9i1.5548

Abstract

This study explores the structure and function of noun phrases (NPs) in English essays written by undergraduate EFL students at Universitas Palangka Raya. Employing a qualitative descriptive method, it analyzed 78 essays to identify and classify types and frequencies of noun phrase modifiers based on Biber et al.’s (2021) syntactic framework. The findings revealed that students predominantly used premodified noun phrases (85%), with determiners and adjectives as the most frequent modifiers, while postmodified noun phrases (15%) were less common and mostly realized through prepositional phrases. More complex postmodifiers, such as adjectives, participle clauses, infinitive clauses, adverbs, and appositives appeared infrequently, indicating limited syntactic variety. The dominance of simpler noun phrase structures suggests that students demonstrate intermediate syntactic competence, emphasizing clarity and economy in expression. These tendencies are attributed to pedagogical focus on basic grammar and first-language influence, particularly from Bahasa Indonesia. The study recommends enhancing grammar instruction by integrating activities that promote the use of complex noun phrase constructions in academic writing.
CODE-SWITCHING IN VIEWER COMMENTS ON AN INDONESIAN EDUCATIONAL YOUTUBE CHANNEL Caku Caku; Gabriela Apriani Koli; Axel Emmanuel Herman Jr. Kolatlena; Ouda Teda Ena
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.v9i1.6460

Abstract

This study investigated code-switching patterns in viewer comments on the Indonesian educational YouTube channel "Kok Bisa." Using a descriptive qualitative content analysis approach, the research examined 103 comments from two science education videos uploaded in October 2025, focusing on code-switching types, languages involved, and communicative functions. The data were analyzed using Poplack's (1980) structural typology and Myers-Scotton's (1993) functional framework. The findings revealed that intra-sentential switching was the most frequent type (64%), followed by inter-sentential (17%), tag-switching (14%), and intra-word switching (5%). The primary languages involved were Indonesian and English, with English predominantly used for technical and scientific terminology. Clarification emerged as the dominant communicative function (40%), followed by emphasis (30%), engagement (20%), and identity expression (10%). The study showed that code-switching in educational YouTube comments served both cognitive-pedagogical and social-interactional purposes, facilitating comprehension of complex content while reflecting the bilingual identity of Indonesian digital youth. These findings contributed to understanding multilingual practices in digital educational spaces.
QUESTIONING STRATEGIES USED BY SIXTH SEMESTER STUDENTS IN MICROTEACHING CLASS Fatikha Izzatil Fitria; Fitri Budi Suryani; Achmad Hilal Madjdi
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.v9i1.5225

Abstract

Higher Order Thinking Skills (HOTS) are crucial for developing students’ critical thinking and problem-solving abilities. Using questioning tactics in the classroom has been found to improve HOTS by encouraging students to think more deeply and more involved. Teachers need to know how to ask different kinds of questions to help students learn, especially in English classes. This study explores the use of questioning strategies by EFL student teachers in microteaching course at the English Education Department (EED) of a private university in Indonesia. This qualitative phenomenological study used audio visual material from microteaching video and structured interviews to collect the data. The results of the study reveals that the EFL students teachers used three types of questions, namely procedural, convergent, and divergent questions. Convergent questions are the most dominant, while divergent questions are the least frequently used. The convergent questions are more related to lower-order thinking skills (LOTS), meanwhile, divergent questions are related to higher-order thinking skills (HOTS). Therefore, it is recommended that teacher educators should provide more focused training for crafting and using higher-order questions. Additionally, integrating Bloom’s Taxonomy explicitly into lesson planning and reflective teaching practices can help student teachers align their questioning strategies with intended learning outcomes across cognitive domains.
AI, PEERS, AND SUPERVISORS: EPISTEMIC AUTHORITY IN POSTGRADUATE SUPERVISION Antonius Setyawan Sugeng Nur Agung; Monika Widyastuti Surtikanti; Masfa Maiza; Doni Alfaruqy; Imam Baihaqi; Rizki Ramadhan; Daniel Jesayanto Jaya; Diana Zulita
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.v9i1.6211

Abstract

The integration of generative artificial intelligence into higher education has transformed the ways postgraduate students begin and advance their academic work. However, few studies have explored how AI influences epistemic authority in the development of thesis proposals. This study examines how postgraduate students establish and prioritize AI, peers, and supervisors as epistemic authorities within an AI-mediated academic environment. Using a qualitative interpretative methodology, we gathered data from 105 graduate students through questionnaires and semi-structured interviews. Reflexive thematic analysis unveiled a stratified epistemic hierarchy. AI was seen as an important authority because it could help people think more clearly and generate new ideas, but it had to be checked. Peers acted as relational authorities, giving emotional support and dialogic assistance. Supervisors maintained the highest epistemic status as institutional authorities owing to their evaluative authority, responsibility, and symbolic capital within academic frameworks. AI reduced uncertainty and increased perceived control in the early stages of proposal creation, without undermining supervisory legitimacy. Authority remained grounded in institutional acknowledgment rather than in the rapid dissemination of knowledge. The findings enhance AI-in-education studies by shifting the emphasis from usage frequency to authority configuration, offering insights for AI governance and postgraduate supervision.
APPLYING GUESSING GAME FOR TEACHING VOCABULARY AT CLASS VII OF SMPN 1 BELIMBING Gregorius Olla; Thomas Joni Verawanto Aristo
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.v9i1.5347

Abstract

This research aims to improve students' learning abilities in learning vocabulary at SMPN 1 Belimbing, especially in class VII by used guessing game techniques. The researcher used this technique because based on initial observations there were several problems faced by students such as lack of motivation and lack of vocabulary so that they were not interested in learning English. Therefore, the researcher used a guessing game technique so that students were interested in participating in the learning process. In this research, the researcher used the classroom action research method. Furthermore, for data collection, the research techniques used were observation, interviews and documents. Furthermore, in the research instrument, the researcher used tools in the form of observation sheets, field notes, interview guidelines, tests and cameras. The last is data analysis techniques in the form of data collection, data coding, and comparing data, constructing meaning and interpretation and responding to results. The results obtained by researcher from two cycles carried out are in cycle 1 with a total percentage of 85.15% and cycle 2 with a total percentage of 88.65%. Based on the results in both cycles, it can be seen that students are very interested and motivated to participate in the learning process. From the results obtained in this research, it can be said that this research has been successfully carried out. So it can be said that the guessing game technique can have a very good impact in providing learning material, especially vocabulary. Keywords: Games, Guessing Game, Teaching and Vocabulary

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