Journal of English Education
Journal of English Education (JEE) is an Open Access Journal and is oriented to the regular publishing of research in the areas of English Education. This Journal aims to publish research results that are strictly processed in a Double-Blind Peer Review that applies an Open Journal System (OJS). This aims to conceal both Author and Reviewer's identity throughout the review process. The journal strictly emphasizes credible and accountable research results. The research areas must, of course, indicate a credible result as it is ethically conducted in a scientific procedure. The areas include Education, Teaching & Learning EFL, Teachers Training, English Language, Literary, Classroom Action Research, and Linguistics & Applied Linguistics. All research design is acceptable except a Pre-experimental Design due to the lack of quantitative analysis.
Articles
96 Documents
<![CDATA[Pre-service Teachers’ Responses to Peer Spoken Feedback in Micro Teaching Class ]]>
<![CDATA[Krismalita Sekar Diasti]]>
<![CDATA[ Journal of English Education Vol 5, No 1 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i1.1211
<![CDATA[Feedback has been investigating for many years. Previous studies have proved that feedback is a powerful tool which teacher can use to foster students’ achievement. Students can obtain feedback from their peers, teachers, or themselves as a reflection. Feedback can be given through different mode, namely, written or spoken. This survey research aims to examine pre-service teachers’ responses to peer spoken feedback in micro teaching class. This research was conducted in Micro Teaching class F at English Language and Education Study Program of Sanata Dharma University. There were twenty-three participants in this study. Questionnaire and interview were used to gather the data. Based on the findings, the students have positive response towards the use of peer spoken feedback in micro teaching class. The students’ positive response can be seen from their attitude and motivation. The students have positive attitude to the use of peer spoken feedback. They were pleased in the peer spoken feedback activity. The students willing to engage in the activity of peer spoken feedback as well. The students showed the desired response. Through attainning peer spoken feedback, the students became more well-prapared in the teaching practice. Moreover, the students were motivated to perform a better teaching perfromance in the next teaching practice. Key Words: micro teaching, peer spoken feedback, response]]>
<![CDATA[The Effect of Task-Based Language Teaching on Students’ Oral Communication Skills in EFL Classroom ]]>
<![CDATA[Sualih Mussa Akalu]]>
<![CDATA[ Journal of English Education Vol 5, No 2 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i2.1327
<![CDATA[The purpose of this study was to investigate the effect of context specific task-based language teaching approach on students’ oral communication skills. The study was conducted on grade 9 students of Addisalem Secondary school which is found in northern Ethiopia. For this purpose, quasi-experimental research design was employed. Two sections which contained 92 grade 9 students were selected using purposive sampling technique based on similarity of group identification test score. After identifying the control and experimental groups, speaking test (pre-and post-test) and students’ questionnaire (for experimental groups only) were used to get data. To test the reliability of the speaking test, Cronbach’s alpha was calculated. The internal consistency of the questionnaire gained from 27 pilot group students was 0.783. Thus, the tools of this study were reliable. The validity of the treatment manual, the pre-test and the post-test were also evaluated by two well experienced EFL teachers in a nearby school. T-tests were run to compare the improvement between and within groups. When we see the findings of the study, the paired sample t-test result revealed that the experimental group students showed a progress in their oral communication proficiency after the treatment. There was statistically significant differences at (sig.2-tailed=0.000) between the mean scores of the experimental group on the speaking pre-test and post-test. Again, the result of the independent sample t-test indicated that there were statistically significant differences (sig.2-tailed=0.000) between the mean scores of the experimental group exposed to the designed context specific task-based program, and the control group receiving the tasks in the text book on the post-test in oral communication proficiency. Moreover, the result of experimental group students' questionnaire showed that task-based instruction had a positive impact on students' oral communication skill, as well. Finally, based on the findings of the study, the researchers forwarded ideas to improve the students’ oral communication.Key words: task based, oral communication, effect]]>
<![CDATA[Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses ]]>
<![CDATA[Mohan Singh Saud]]>
<![CDATA[ Journal of English Education Vol 5, No 2 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i2.1337
<![CDATA[Gender and indigenous knowledge are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into considering, this study critically examined and analysed the issues of addressing gender and integrating IK into the M.Ed. English courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and an open-ended questionnaire with the teachers from TU. The study found that the course content is not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research are gender and indigenous friendly as responded by the participants. Its implication is that the M.Ed. English courses of Nepal’s TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context. ]]>
<![CDATA[Designing HOTS-based Digital Media to Teach Writing: Exploring Students’ Need Analysis ]]>
<![CDATA[Nailul Author Restu Pamungkas]]>;
<![CDATA[Lutfina Tarita Wulandari]]>
<![CDATA[ Journal of English Education Vol 5, No 2 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i2.1207
<![CDATA[21st Century skills are one of the educational goals in Indonesia. One of the main goals is enable students to compete at the global level. As a consequence, HOTS-based learning is introduced through 2013 curriculum. In this case, media, materials and teachers should be able to facilitate the students getting used to implement HOTS. To fulfil these challenges, this study investigated the students’ needs which are then used as a basis in the development of digital media. This study is classified into research and development (R D). A questionnaire was employed to take the data and was distributed to 83 senior high school students. Three students voluntarily took part in the interview to confirm the results of the questionnaire. The results of this study showed that students faced difficulty in learning writing, especially in using the correct grammar and mastering English vocabulary. Consequently, they need and want the material or activity in the media that can train them to improve their understanding of grammar and vocabulary mastery. In addition, they also declared that they need to improve their HOTS, as they are still unable to use analyzing and creating skills. At the same time, the learning-need data indicated that students hoped that the developed media should provide opportunities for fellow students and teachers to mutually review writing and provide constructive comments. The material in the media is expected to provide warm-up activities in forms of videos, quizzes and problems to be discussed. All the topics provided must be relevant to their daily life.]]>
<![CDATA[CORRELATING READING LITERACY AND WRITING LITERACY IN JUNIOR HIGH SCHOOL PEMATANGSIANTAR ]]>
<![CDATA[Afifa May Shara]]>;
<![CDATA[Dinda Andriani]]>;
<![CDATA[Ayu Widya Ningsih]]>;
<![CDATA[Kisno Shinoda]]>
<![CDATA[ Journal of English Education Vol 5, No 2 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i2.1249
<![CDATA[Good literacy ability is one of the demands in learning 21st century. The purpose of this study was to find out the correlation between students' reading literacy ability and writing visual text ability for seventh grade students of SMP Negeri 1 Pematangsiantar. 133 respondents from 200 populations were randomly selected using simple random sampling technique. This is a quantitative research method using correlation research. Data collection used tests including multiple choice and essay. Using the Pearson products moment formula, this study analyzes data from both tests. The hypothesis of this research is H1 which states that there is a correlation between reading literacy ability and writing visual text ability and H0 states that there is no correlation between reading literacy ability and writing visual text ability. The results of this study indicate the correlation coefficient between the two variables is r =0.91 It means that there is a very strong relationship between reading ability and writing visual text ability. Based on the correlation coefficient, it can be concluded that H1 is accepted and H0 is rejected. Then, the coefficient of determination is symbolized by r2 is 0.83, it means the students' writing visual text ability is 83% influenced by reading literacy ability.]]>
<![CDATA[The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia ]]>
<![CDATA[Dwi Ide Rahayu]]>
<![CDATA[ Journal of English Education Vol 5, No 2 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i2.1312
<![CDATA[The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2) Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education]]>
<![CDATA[STUDENTS’ AWARENESS OF LANGUAGE USE AND LANGUAGE KNOWLEDGE ON EFL LEARNERS ]]>
<![CDATA[Fadilatul _ HUDA]]>
<![CDATA[ Journal of English Education Vol 5, No 2 (2020): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v5i2.1284
<![CDATA[This research was conducted because the researchers found that there was a language development program where students were required to use English on certain days, that is monday and tuesday. Based on preminary research, the research found some problems that occur in the use of language and language knowledge in VIII class at Mts Sumatera Thawalib Parabek. There are: some students just talked without paying attention to the correct sentences and students rarely used English for communication or interaction. The design of this research was descriptive quantitative. The sample was collected from 57 students of VIII grades of Mts Sumatera Thawalib Parabek which used purposive sampling as the data was done by identfying the respondents’ responses. The result showed that the mean score of students’ awareness of language use has a good enough awareness which score is 58,74%. Furthermore, students’ awareness of language knowledge has a good awareness which score is 68,98%.]]>
<![CDATA[PROFILING COLLOCATION USE IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS ]]>
<![CDATA[Dung Thi Phuong Cao]]>;
<![CDATA[Phuong Dzung Pho]]>;
<![CDATA[Dang Nguyen Anh Chi]]>
<![CDATA[ Journal of English Education Vol 6, No 2 (2021): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v6i2.1579
<![CDATA[The study investigates (1) collocational profiles of an English textbook series for students from elementary to high schools in Vietnam, (2) the relevance of collocations targeted to high frequency collocation lists suggested in the literature, and (3) the recycling of the targeted collocations. An English corpus of 312,770 word tokens was built from the textbook series from which 13,292 collocations of verb-noun and 11,079 collocations of adjective-noun patterns were identified. The study found that frequencies of occurrences of collocation tokens and types increase from one grade level to another. Collocations targeted in the textbooks only cover 10.5% of the collocations recommended in an academic collocation list, and 31% were identified not high-frequency collocations. 76% of collocations are not recycled or recycled not to the point where learning is likely to occur. Implications for learning and teaching collocations and materials designing are discussed.]]>
<![CDATA[A COMPARATIVE ANALYSIS OF TWO LATEST NATIONAL EXAMINATION (UN) POLICY ]]>
<![CDATA[Meli Aulia Utami]]>;
<![CDATA[Riri Rachmah Riani]]>;
<![CDATA[Nida Husna]]>;
<![CDATA[Didin Nuruddin Hidayat]]>
<![CDATA[ Journal of English Education Vol 6, No 1 (2021): Journal of English Education ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v6i1.1329
<![CDATA[This study aims to compare the policy of the 2005-2013 National Examination (UN, hereafter) version with the latest one 2014-now. The implementation of later UN has received considerable critics. Now that the recent UN has upgraded the policy, we will see if the problems or critics found in the previous UN are solved in the latest one. By reviewing the UN's obstacles and controversy in later versions, we compare this with the current policy regulation. By employing library research, the present study identifies the controversy of later UN from various areas and years. The study revealed that the contemporary laws now solve the previously concerning reason to review UN policy. Further, the study also uncovered that the breakthrough of the new UN policy was on the content of the test. Another major findings derived from this study is that the application of the computer-based test reduced the possibility of the test takers to do cheating.]]>
<![CDATA[Applying Sharing Session in Encouraging and Motivating Students in Language Learning Class ]]>
<![CDATA[Marchellina Wijaya]]>
<![CDATA[ Journal of English Education Vol 6, No 2 (2021): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v6i2.1570
<![CDATA[The purpose of this paper is to analyze the importance of sharing sessions in encouraging and motivating students in the language learning class. Not all of the students are active in the class, some students are passive in the class because of some factors. When the teacher asks the question, students preferably keep silent in the class. They are becoming passive participants in the class because they do not know the topic and feel unconfident to speak in front of others. They are becoming afraid to speak because they do not feel comfortable in the class situation and condition. They do not have good socialization in the class like they do not respond well and give feedback in the class. For this problem, this paper attempts to analyze how to apply the sharing session steps in language learning class and what are the benefits of applying them. The teacher can give motivation like intrinsic or extrinsic motivation in a sharing session class which also can encourage students in language learning class. This paper applies qualitative research analysis and also a descriptive method to describe the finding. Two steps can be used to apply sharing sessions in encouraging and motivating students in the language learning class. The first step is to choose the learning materials that are appropriate for the learners, and the second step is to create good classroom management. This paper finally underlines that the use of applied learning materials that are appropriate with the learners and create good classroom management can improve students’ confidence, and it makes them be the independent learners in the classroom.]]>
