JEES: Journal of English Educational Study
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.
Articles
163 Documents
<![CDATA[THE EFFECTS OF CORRECTIVE FEEDBACK TO THE STUDENTS’ GRAMMATICAL CONSTRUCTION ON PARAGRAPH WRITING CLASS ]]>
<![CDATA[Dina Merris Maya Sari]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (49.169 KB)
|
DOI: 10.31932/jees.v2i2.520
<![CDATA[Writing is one of the most important skill to mastery English. But there are many students get difficulties in writing. They worried when they make errors in their writing. To overcome this problem, the researcher uses corrective feedback. Here, corrective feedback is used to revise the students’ writing. It is hoped by this technique, the students can revise to make better and correct in writing. Based on the reason above, the objective of the study is “to know the effectiveness of using corrective feedback in paragraph writing class”. This research is experimental studies and the researcher uses quantitative research. In experimental quantitative research, there are two groups of students participated in the study, control and experimental group. The subject of this research is the students 2018 English Education Department. The data collection technique is by testing writing composition and the data analyze technique used t-test calculated by SPSS Statistic 17.0 to find out the difference between students’ pretest and posttest scores of experimental and control group. This result show that the experimental group which is taught by using corrective feedback get high scores than the control group which is not taught by using corrective feedback.]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION THROUGH THE USE OF NUMBERED HEAD TOGETHER (NHT) TECHNIQUE ]]>
<![CDATA[Yustina Selong]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (259.196 KB)
|
DOI: 10.31932/jees.v2i2.500
<![CDATA[This research is a Classroom Action Research (CAR). Numbered Head Together (NHT) was used as the technique to improve students’ reading comprehension which was conducted in two cycles. The subject of this research were the tenth grade students of social 3 class in SMA Negeri 2 Sungai Kakap in the academic year of 2017/2018. The class consisted of 35 students. The data collection used observation and measurement technique. The results showed that Numbered Head Together (NHT) technique could improve students’ ability in reading comprehension. Moreover, it could influence the students’ attention, and also motivated them in learning activities as the result of the groups’ discussion. Through the use of Numbered Head Together (NHT) technique, the students were able to participate in teaching learning process. They became serious in listening to the teacher’s explanations and worked cooperatively with their friends in each group. They were also more active, enthusiastic, and more confident in following class activities which resulted on the better atmosphere of the classroom that was more enjoyable and alive. Keywords:Reading Comprehension, Numbered Head Together and Classroom Action Research ]]>
<![CDATA[IMPROVING THE RESULTS OF STUDENTS FREE POETRY WRITING SKILLS USING STRATEGI TULIS KINI, DI SINI ]]>
<![CDATA[Dwi cahyadi wibowo]]>;
<![CDATA[Betty Nur Dwi Jayanti]]>;
<![CDATA[Valentinus Ola Beding]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (282.47 KB)
|
DOI: 10.31932/jees.v2i2.517
<![CDATA[The background of the problem in this study is the low interest of students in writing because they consider writing to be unpleasant, students' low understanding of the material, many students find it difficult to write free poetry, low strategies, models, or learning methods and learning media used by teachers less interesting and fun that makes students pay less attention to lessons while in class.The purpose of this study was to improve the improvement of poetry writing skills freely using the current writing strategy, here in class V B of State Elementary School 23 Clogging the 2018/2019 school year. The form of this research is classroom action research carried out in two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection.The subjects of the study were students of class V B of Elementary School 23 menyumbung which amounted to 23 students. Data sources came from class V B students, V B grade teachers, learning activities and documents. To collect data used observation sheets, test questions and student interview sheets. The results of class action research show that the current writing strategy, here can significantly improve students' free poetry writing skills. Student learning outcomes in the first cycle of all the questions given obtained an average value of 64.22. In the second cycle of the overall questions given an average value of 70.68 was obtained so that the average increase of 6.46 was obtained. And the students' response to the strategies used was easy to understand and fun. So it can be concluded that there was an increase in poetry writing skills. free to use the current write strategy, here.]]>
<![CDATA[DEVELOPING TRADITIONAL GAME BASED ENGLISH LEARNING MEDIA TO GROW LEARNING INTEREST OF JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Dody Sugiarto]]>;
<![CDATA[Agci Hikmawati]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (457.153 KB)
|
DOI: 10.31932/jees.v2i2.525
<![CDATA[Abstract: The background of conducting this reseach began with the intention to develope an approprite English learning media for Junior High School students in the rural area by utilizing the traditional games. The seventh grade students of SMP N 1 Mendobarat, Bangka Regency academic year of 2018/2019 were involved as the population with 30 students as the samples taken by using purposive random sampling. In this Research and Development Research (R&D), the data were obtained from the distributed pre-test and post-test questionnaires. The procedures applied in this research were the one adopted from Lee and Owen (2004) with the following steps; analyzing students’ need by distributing the need analysis questionnaire, designing English learning media according to the data of need analysis, developing the first draft of the learning media, asking experts’ judgement, and validating it. Two kinds of test which were Alpha testing that involved material and content experts, and Beta testing that involved students were applied in the validation phase. Based on the finding of the research, it was found that the traditional games based English learning media was feasible to use by the seventh grade students of SMP N 1 Mendobarat, Bangka Regency. Therefore, this research leads to the recommendation to the students and teachers to consider traditional games as a feasible media to learn English.Key words: Traditional Game, Learning Media, English]]>
<![CDATA[ENHANCING STUDENTS’ MOTIVATION AND READING ACHIEVEMENT TROUGH HYPNOTEACHING METHOD IN CLASS XI STUDENTS ]]>
<![CDATA[Muhammad Zainuddin]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (485.628 KB)
|
DOI: 10.31932/jees.v2i2.465
<![CDATA[This research aims to find out (1) the influence of using the Hypnoteaching method in improving students’ motivation, (2) the influence of using the Hypnoteaching method towards students’ reading achievement and (3) the influence of using the Hypnoteaching method in enhancing students’ motivation and reading achievement. This is quasi-experimental research with the pre-test and post-test control group design. This research was conducted at class XI students in Madrasah Aliyah Negeri Unggul Tenggarong in the period of 2015/2016. The data were collected using tests and non-test. The data were analyzed by using the Multivariate Analyses of Variance (MANOVA) at the significance level of 95 % (p=0.05). The results of this research are as follows. (1) There is an influence of students’ learning motivation after teaching by using the Hypnoteaching method. There is a significant difference in students’ reading achievement after teaching by using the Hypnoteaching method. The Hypnoteaching method affects students’ achievement in reading and student’s learning motivation after getting treatment, the data of Wilks’Lambda have a significance (F-value = 6.963) and sig = 0.02< 0.]]>
<![CDATA[IMPROVING STUDENT’S VOCABULARY MASTERY THROUGH EARLY HEALTH EDUCATION VIDEO AT PRADNYANDARI I KINDERGARTEN ]]>
<![CDATA[Si Putu Agung Ayu Pertiwi Dewi]]>;
<![CDATA[Ni Komang Purwaningsih]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (419.487 KB)
|
DOI: 10.31932/jees.v2i2.530
<![CDATA[This research is a classroom action research on improving English vocabulary in kindergarten students through health education video. The purpose of this study is to find out the improvement of English vocabulary through early health education video. The results of this study indicate an increase in English vocabulary through the health education video on preschool students of Pradnyandari I Kindergarten. The research method used in this research is Action research with the subject of TK Pradnyadari I Kindergarten student. Data collection techniques are using observation, documentation interviews and a collection of English words about dental and oral health through early health education video. This research was conducted in 3 cycles. The results showed an increase in vocabulary ability in English through early health education video on Pradnyandari I Kindergarten. The increase in the first cycle was 40.65%, in the second cycle, 48% and a significant increase of 65.9% was in the third cycle. It can be concluded that the increase in vocabulary through early health education videos is effectively implemented to students of Pradnyandari I Kindergarten.Keywords: English, vocabulary, health education video]]>
<![CDATA[INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM ]]>
<![CDATA[Nurul Noviana]]>;
<![CDATA[Priyatno Ardi]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 3, No 1 (2020): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (367.948 KB)
|
DOI: 10.31932/jees.v3i1.612
<![CDATA[Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learners in the TOEFL class and the use of learner autonomy in the pre-face-to-face session in the TOEFL preparation program. The study employed a qualitative narrative inquiry, grounded in phenomenological research. Data were collected and analyzed qualitatively by understanding the meaning of lived experiences. Data were gathered by interviewing 5 participants and observing the TOEFL class. Based on the findings, there were numbers of extension language activities held by the learners. There were five themes categories of learner autonomy as strategy, learner autonomy as perceptions, learner autonomy as behavior, learner autonomy as the interdependence of social autonomy, and experiences from learning TOEFL test preparation program in learners’ lived experiences.]]>
<![CDATA[THE MODEL OF STUDENTS ENGLISH CLUB CONTRIBUTION TO WRITING MOTIVATION AND PUNCTUATION AWARENESS IMPROVEMENT ]]>
<![CDATA[Nur Rahmiani]]>;
<![CDATA[Norhayaty M. Malena]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 3, No 1 (2020): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (376.245 KB)
|
DOI: 10.31932/jees.v3i1.672
<![CDATA[This work aims to analyze the existence of the English Club Project (ECP) for Vocational Midwifery Students (VMS) by developing an essay in terms of the output program relating to their professionalism. The program facilitates 30 students to build up motivation and awareness of punctuation in additional learning of writing skills. As it is developed from qualitative research, this article is based on the data collected through gathering diversified sources of evidence, organizing a chain of evidence, and having key-informants reviewing draft case study reports. The results present an additional learning model constructed by the representation of the ECP program. ECP is an informally productive community by providing activities and opportunities in increasing the motivation for writing and punctuation awareness. Students begin to understand that doing the writing is uncomplicated anymore after joining the extracurricular programs managed with structured and directed activities. Also, the facilitator provides valuable supports and integrates teaching methods with information and technology devices that made the learning activities quickly done—as for recommendations, strengthening the support to this model is necessary for the sustainability of this additional learning program.]]>
<![CDATA[STUDENTS’ PERSPECTIVE ON USING TRANSTOOL IN CONVERTING ENGLISH TEXT TO INDONESIAN ]]>
<![CDATA[Yovita Angelina]]>;
<![CDATA[Magpika Handayani]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 3, No 1 (2020): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (367.793 KB)
|
DOI: 10.31932/jees.v3i1.630
<![CDATA[This study aims at analyzing the usage of the Translate Tool in converting English text at Sekolah Tinggi Bahasa Asing Students. The analysis is based on Translation Tools that commonly used by students to help in learning. Sekolah Tinggi Bahasa Asing is one of the colleges in Pontianak and one of the subjects that is taught in translation. The method in this research is descriptive qualitative research. The writer took 15 students of Sekolah Tinggi Bahasa Asing as a participant. These 15 students having a high score in translation subjects and frequently using the Translation Tool for writing or speaking in class. The result of the interview tells that the use of a translation tool in converting text from a book and help them understand instruction that is given by the lecturer. Translation tool helps students to understand the instruction easily and make their work quicker compared to manual process. The feature of translation tool is easy to use that make this application is easily operated; moreover, The students are not only helped to convert for their field of study, but the application also can be used to help students converting another field of study that is not learnt by them.]]>
<![CDATA[TEACHING HORTATORY EXPOSITION WRITING USING GUIDED WH-QUESTIONS TO THE STUDENTS OF SMA PGRI 1 PONTIANAK GRADE XI ]]>
<![CDATA[Cenderato Cenderato]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 3, No 1 (2020): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (452.306 KB)
|
DOI: 10.31932/jees.v3i1.675
<![CDATA[This research was conducted to answer the research question: “How effective is the use of Guided Wh-Questions to improve the students’ hortatory exposition writing?” The method of this research was a Pre-experimental Study by applying Pretest, the treatment and Posttest. The treatments were conducted in three time meetings with the purpose to know the effectiveness of the treatment using the Wh-question as a guide to write hortatory exposition.The population of this research was the students of class XI of SMA PGRI 1 Pontianak in academic year 2010 with 40 students of class XIA and Class XIB. But, 20 students of class XIB was considered as a sample of this research. The technique of data collecting was a written test that the students wrote hortatory exposition with the help of Wh-questions as a guide. The research findings showed the total score of pretest is 1286 with the mean score 64.30 and categorized “Average”. Furthermore, the result of posttest is 1493 with the mean score 74.63 and categorized “Good”.The result of computation on the t-test with 6,99 is higher than the t-table for the degree of freedom N-1 (20-1)=19 is 2.093. Effect Size of the treatment is 1. 53. It is categorized “Highly Effective” because the result of 1. 53 is higher than 0.8 that is the high level of effectiveness on Effect Size criteia proposed by Burn (ES > 0.8 = 1. 53 >0.8). In conclusion, the teaching hortatory exposition writing by using Guided Wh-questions is “highly effective”. Therefore, the null hypothesis that says “Teaching Hortatory Exposition Writing using Guided Wh-questions is not effective” is rejected. And the alternative hypothesis that says “Teaching Hortatory Exposition Writing using Guided Wh-questions is effective” is accepted. Keywords: Teaching, writing, Hortatory Exposition, Guided-WH questions]]>
