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Chothibul Umam
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Tadris Bahasa Inggris, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Kota Kediri, Provinsi Jawa Timur, Indonesia Jl. Sunan Ampel 07 Ngronggo Kediri
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JEELS (Journal of English Education and Linguistics Studies)
Published by Institut Agama Islam Negeri Kediri
ISSN : 24072575     EISSN : 25032194     DOI : https://doi.org/10.30762/jeels
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JEELS aims to disseminate the results of research in English Education and Linguistics. The published articles are the findings of research in the field of English language education and linguistics. The scope of research includes: English language teaching and learning English language testing and assessment English language instructional materials Curriculum design and development in ELT Information and Communication Technology in ELT Applied linguistics English language acquisition Discourse analysis
Arjuna Subject : Umum - Umum
Articles 20 Documents
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Search results for , issue "Vol. 12 No. 1 (2025): JEELS May 2025" : 20 Documents clear
The Influence of Age and Gender on Readiness of EFL Teachers in Implementing Merdeka Curriculum in Bangka Belitung Province Ana Yuliana; Mwakapemba, James Leonard; Widyantoro, Agus
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3886

Abstract

The purpose of this study was to explore English teachers’ readiness to implement Merdeka curriculum which focused on three aspects of readiness: emotive-attitudinal, cognitive, and behavioral. It investigates whether teachers’ readiness in implementing Merdeka curriculum varies by age and gender. This study used quantitative research in the form of survey design. The samples of the study were 179 English teachers at senior and vocational high schools in Bangka Belitung Province, Indonesia. The data were collected from 68 items of the questionnaire, consisting of 26 items for emotive-attitudinal dimensions, 28 items for cognitive dimensions, and 14 items for behavioral dimensions. Descriptive statistics and MANOVA were computed and analyzed using Microsoft Excel and IBM SPSS 26.0. The findings of the study showed that all of the teachers shared a moderate level of readiness in implementing Merdeka curriculum. Teachers’ readiness in implementing Merdeka curriculum showed a statistically significant difference among different age groups of teachers. However, there was no significant difference between male and female teachers’ readiness. The findings of this study suggest that while English teachers in Bangka Belitung Province exhibit a moderate level of readiness for implementing Merdeka curriculum, their preparedness may require further support, particularly in specific dimensions of readiness. The significant differences in readiness across age groups indicate that younger and older teachers may have varying needs in terms of training and professional development.
An Android-Based Game for Improving Students’ English Literacy in Targeted School of Kampus Mengajar Primasari, Yusniarsi; Supriyono; Widyastuti, Yayuk; Puspita Sari, Hesty
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3673

Abstract

GEMOY (Gleaming English Game for Youth) is an Android-based educational game designed to enhance English literacy among students of Kampus Mengajar program in Trenggalek. This study aims to develop interactive and engaging activities through an Android-based to improve students' literacy levels. Fifty students at the eighth grade in two of junior high schools were equally divided into an experimental group and a control group. Three media validators and three material validators were involved in validating the game. Questionnaires and test were used to collect the data and analyzed using descriptive and Independent T-tests. The findings revealed that the media validation and material validation were valid and the score showed high improvement. The t-value was -51.187. It indicates that there was a significant difference. Based on the result, an important implication of implementing the game in Kampus Mengajar program demonstrates its potential to support educational initiatives and improve students’ literacy competence proven by the significant improvement of the process.
Investigating the impact of CALL on EFL students' speaking skills at Islamic boarding school: A mix-method approach Timur, Nona Safira; Asari, Slamet; Ma'ruf, Nirwanto
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3800

Abstract

Despite the importance of speaking fluency and confidence in EFL learning, students with limited speaking opportunities, such as those in Islamic boarding schools, continue to face challenges in developing oral communication skills. This study examines the impact of computer-assisted language learning (CALL) on speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School in Indonesia. A mixed-method approach was employed. The quantitative data were collected through pre-tests and post-tests (N=24), while the qualitative data were collected through interviews (N=5) and observations. Speaking fluency was measured based on speech flow, pace, continuity, naturalness, and intonation, while confidence was measured based on willingness to participate, composure, eye contact, vocal clarity, and engagement. Results revealed significant improvements, with the average fluency score increasing from 55.46 to 75.67 and the confidence score from 58.63 to 80.58 after an eight-week CALL intervention. Qualitative findings highlighted that CALL’s interactive features and real-time feedback supported students in improving their pronunciation and reducing speaking anxiety. This study demonstrates that CALL has the potential to transform traditionally teacher-centred instructions in the EFL contexts with limited speaking opportunities, such as Islamic boarding schools, into more interactive, learnercentred, and engagement-driven learning environments.
Gamification in a Flipped Classroom Using Articulate Storyline for Junior High School Students’ Vocabulary Mastery Putri Intan Permata, Agustin; Arifani, Yudhi; Asari, Slamet
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3803

Abstract

This study aims to design gamification-based- instructions using articulate storyline in a flipped classroom setting to improve vocabulary mastery of junior high school students and to examine how students’ perspective on this approach compared to traditional methods. The study employs a Research and Development (R&D) methodology, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that there is a significant improvement in students’ vocabulary mastery, with an average gain of 30%, and over 85% of students found the gamified activities significantly more engaging and motivating. The study concludes that using the Articulate Storyline in conjunction with gamification in a flipped classroom environment significantly improves both student engagement and vocabulary mastery. These findings provide not only insightful information that positions gamified learning as a strong substitute for conventional pedagogy but also further advancements in instructional design.
Digital literacy development of undergraduate students for Society 5.0: pedagogical implication for language and science education Iftanti, Erna; Madayani, Nany Soengkono; Ningrum, Ary Setya Budhi
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3813

Abstract

The rapid advancement of technology in the era of Society 5.0 has reshaped education, leading this study to investigate how students develop and strengthen their digital literacy skills. This qualitative research was conducted among students from the Language and Science Departments of a state Islamic university in Tulungagung, Indonesia. From 174 students responding to the questionnaire, twelve were purposively selected for in-depth interviews based on their high level of digital literacy. Data were analyzed thematically using a systemic qualitative approach that involved cross-verifying interview findings with observational data. Findings reveal that internal factors such as curiosity about technology, intrinsic motivation, learning needs, and preference for digital tools strongly influence students’ digital literacy. External factors—particularly social environment, academic culture, and lifestyle— were found to enhance these skills. Pedagogically, this study proposes transformative strategies such as the integration of online laboratories (OLABS), digital-based learning systems, and technology-oriented competitions. As a transformative study, it calls for Islamic higher education institutions to foster a digitally enriched learning ecosystem that aligns with the demands of Society 5.0.
The Effectiveness of TOEFL Program on the Students' English Proficiency: A Case of an Indonesian University Dalimunte, Ahmad Amin; Somanawattana , Chanata; Siregar, Deasy Yunita
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3970

Abstract

Having sufficient English language ability is considered important for university students to begin their undergraduate studies. English serves as one of the principal working languages in ASEAN nations, necessitating that ASEAN students complete an English test from graduation.  This mandate would positively influence education, tourism, commerce, and investment in ASEAN regions. The present study was to measure the effect of the TOEFL preparation program on the English language proficiency of Islamic economics and business students in Indonesia. Using one group pre-test and post-test design, an experimental group consisting of 20 students was randomly selected from 50 students majoring in various Islamic economic and business programs in the first year. The experimental group were intensively taught and learned TOEFL preparation materials using a wide range of teaching and learning strategies and activities. Their ability was measured prior to and after the teaching intervention. The results of statistical measurement using t-test indicate a significant difference between the students mean score of both the pre-test and the post-test. Thus, this one group pre-test and post-test study served as an experiment to enhance students’ English language proficiency, particularly their listening, reading, and grammar mastery, respectively. The findings of the present study provide new insights for teachers and educational institutions in developing effective TOEFL preparation programs to improve students' English skills in various educational institutions.
The Effect of Webcomics as Media on Students' Writing Achievement in Narrative Text Utami, R. A. Tri Ratu; Hamzah, Hamzah
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.2903

Abstract

Webcomics, a unique form of comics disseminated exclusively through internet platforms, have garnered attention for their interactive nature and potential to enhance student engagement. This experimental study aimed to investigate the effect of utilizing webcomics on eighth-grade students' writing achievement compared to traditional methods. The study employed an experimental design with an experimental group exposed to webcomics and a control group taught through non-webcomics. The sample comprised 8.3 as the experimental class and 8.4 as the control class. Placement test and post-tests, including placement tests and post-test assessments, were administered to measure writing proficiency. Statistical analysis, specifically independent sample t-tests, revealed a significant difference in writing achievement between the experimental and control groups (p = 0.006), indicating the effectiveness of webcomics in enhancing students' narrative writing skills. This finding underscores the importance of innovative pedagogical approaches in fostering student success and highlights the evolving landscape of education. Webcomics emerge as a promising tool for educators seeking to promote meaningful learning experiences and engage students in narrative text writing. Keywords: Webcomics, media in writing, writing achievement, narrative text, genre-based approach
Fusion of ICT and Differentiated Instruction in Developing Lesson Plan: Boosting EFL Learners Hortatory Text Mastery Al Fiqri, Fahmi; Yuliati; Sri Wahyuni
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.2906

Abstract

Students and teachers' need for familiarity with the fusion of technology-based and differentiated lesson planning contributes to challenges for recent education. The goal of the project is to make language learning more successful by meeting the demands of teachers in terms of lesson plan development, implementing differentiated instruction, and using information and communication technology. This research employs five steps of research and development methods: 1) the preliminary research stage, 2) the development stage, 3) the expert validation stage, 4) the testing stage, and 5) the dissemination stage. The study involved 22 senior high school students, an English teacher, and a lesson plan validator expert. The results from the development of Information and Communication Technology (ICT) combined with Differentiated Instruction (DI) in a lesson plan for teaching hortatory exposition text to eleventh-grade senior high school students are considered ready to implement and disseminate with a score of 100 from the teacher as a validator. This lesson plan significantly improved students' learning motivation and ability in hortatory exposition text based on the data analysis. The findings suggest that integrating ICT and DI in lesson planning enhances students' engagement and performance and provides an adaptable model for teachers to implement technology-supported differentiated instruction.
Representations of Gender in English Textbook Super Minds: A Critical Discourse Analysis Nasution, Khairunnisa Fitri; Setia, Eddy; Rangkuti, Rahmadsyah
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3600

Abstract

Gender stereotypes that are developed in the society influence people’s thoughts and behavior. Schools contribute the socialization of gender through textbooks or interaction between teachers and students. Textbooks are extremely important in forming students' values, ideologies, and social norms. They are also acknowledged for having a major impact on how students' gender roles develop, especially in elementary school. Language use and social lives of pupils may be impacted by gender representation. The textbook material they study accounts for half of the influence. Children have access to a wealth of knowledge regarding behavior, characteristics, and social roles that are proper for each gender that are portrayed in textbooks. This research was aimed to see how gender represented according to the three social context parameters such as family, occupation, and leisure activities were used to perform Examining the gender portrayals of male and female characters in the Super Minds 6 English textbook. This research used qualitative and quantitative research methods and employed Fairclough's Critical Discourse Analysis (CDA) theory as the method of analysis. In conjunction with CDA, Giaschi's Visual Grammar theory is also used as an analytical tool to explain the depiction of gender representation in the textbook. Based on the findings, there are more male pictures than female pictures.
Development of Audio-Visual Media Based on Archery ID Model in English Classroom Tarihoran, Putri Syukriani; Darmansyah; Bentri, Alwen; Hidayati, Abna
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3834

Abstract

Technological advances must be incorporated into the learning process. It is crucial to develop integrated learning models that incorporate learning media in the context of English language learning. This development entails the creation of an English learning model based on audiovisual content. This research aims to develop Archery's ID Model-based audiovisual media as valid, practical, and effective for teaching Procedure Text to 10th-grade vocational high school students. The proposed model is centered on utilizing audiovisual content in the form of projects. This research employs a research and development method based on the ADDIE model, encompassing the following stages: analysis, design, development, implementation, and evaluation. The data obtained from the audiovisual media trial comprises both quantitative and qualitative data. Quantitative data was collected through questionnaires distributed to test subjects. Quantitative data was also obtained from the completion of questionnaires by media validators, material validators, language validators, and students. Following the validation of the instrument by the validator, several further tests were conducted, namely a validity test, a reliability test, and an N-Gain determination.

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