JEELS (Journal of English Education and Linguistics Studies)
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
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<![CDATA[Students’ Perception on The Implementation of Orai Application In CLL Method in Teaching Speaking ]]>
<![CDATA[Halimah]]>;
<![CDATA[Lustyantie, Ninuk]]>;
<![CDATA[Ibrahim, Gufran Ali]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.566
<![CDATA[This study aims to examine EFL learners’ perception toward the application of Orai App in CLL method in teaching speaking. The study employed likert-scale questionnaires to enable researchers to collect massive data. The total of 24 first year students of a private university in East Java – Indonesia, comprising of 5 male and 19 female students participated in this study. Data were analyzed using descriptive statistic by finding out the total score per item. The results of this study illustrated that Orai application helps students alleviate the fear of speaking. It can also help students in increasing their speaking ability on the aspects of pronunciation, intonation as well as the speaking speed. Based on the data analysis, CLL method assisted by Orai application is strongly recommended to be used to assist the students to be better speaker.]]>
<![CDATA[Perception, Motivation, and Communicative Self-confidence of Indonesian Students On Willingness to Communicate in L2 By Using Facebook ]]>
<![CDATA[Fadilah, Eka]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.562
<![CDATA[The present study aims to investigate direct and indirect factors affecting willingness to communicate (WTC) in L2 by using Facebook. Second semester English students (n=156) from private and state universities in three cities in Indonesia; Surabaya, Bali, and Malang participated in this study. A set of questionnaire with a 5-point Likert-scale encompassing students’ perception, motivation, communicative selfconfidence (CSC), and Willingness to Communicate (L2 WTC) was used to collect the data. The data were then analyzed using a software package, AMOS 20, to gauge the magnitude of the factors affecting L2 WTC by using FB platform. The finding reveals that there are considerable effects on perception and motivation mediated by communicative self-confidence to WTC. While, communicative self-confidence shows the strongest predictor on L2 WTC.]]>
<![CDATA[Peer and Self Editing Strategies to Improve Students’ Writing Skill ]]>
<![CDATA[Winarto, Agus Edi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.552
<![CDATA[Peer and self editing strategies are social and metacognitive strategies used in the steps of sharing, revising, and editing in writing. The objective of the study is to see how peer and self editing strategies are able to improve students’ writing skill. 64 students participants were actively involved in this classroom action research. Peer editing worksheet, self editing worksheet, and test sheet were used as the instruments. The results showed that students’ writing skill improved in all elements: the quality of format, punctuation and mechanics, content, organization, and grammar and sentence structure. They had achieved the criteria of success as determined. It can be concluded that peer and self-editing strategies are able to improve students’ writing skill.]]>
<![CDATA[The EFL Students’ Critical Reading Skills Across Cognitive Styles ]]>
<![CDATA[Leonardus Par]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.541
<![CDATA[This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.]]>
<![CDATA[Speaking Performance of Islamic Boarding School and Public School-Based Graduates: A Comparative Study ]]>
<![CDATA[Irfani, Bambang]]>;
<![CDATA[Meisuri]]>;
<![CDATA[Rohmatillah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.558
<![CDATA[This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.]]>
<![CDATA[The Profile of Efl Learners As Measured By An English Proficiency Test ]]>
<![CDATA[Sulistyo, Gunadi Harry]]>;
<![CDATA[Suharyadi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.570
<![CDATA[This study aims at profiling the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). The English proficiency of 277 students across admission Classes in 2016, 2015, 2014, and 2013 who are involved in the study is measured by using a proficiency test. The subtests reliability was assured and the data was analyzed by using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. It indicates that the respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was respectively observed from the scores of Classes of 2015, 2014, and 2013. Statistical differences in the mean scores of the students across admission classes were observed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.]]>
<![CDATA[Students’ Perception on The Implementation of Orai Application In CLL Method in Teaching Speaking ]]>
<![CDATA[Halimah]]>;
<![CDATA[Lustyantie, Ninuk]]>;
<![CDATA[Ibrahim, Gufran Ali]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v5i1.566
<![CDATA[This study aims to examine EFL learners’ perception toward the application of Orai App in CLL method in teaching speaking. The study employed likert-scale questionnaires to enable researchers to collect massive data. The total of 24 first year students of a private university in East Java – Indonesia, comprising of 5 male and 19 female students participated in this study. Data were analyzed using descriptive statistic by finding out the total score per item. The results of this study illustrated that Orai application helps students alleviate the fear of speaking. It can also help students in increasing their speaking ability on the aspects of pronunciation, intonation as well as the speaking speed. Based on the data analysis, CLL method assisted by Orai application is strongly recommended to be used to assist the students to be better speaker.]]>
<![CDATA[Perception, Motivation, and Communicative Self-confidence of Indonesian Students On Willingness to Communicate in L2 By Using Facebook ]]>
<![CDATA[Fadilah, Eka]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/jeels.v5i1.562
<![CDATA[The present study aims to investigate direct and indirect factors affecting willingness to communicate (WTC) in L2 by using Facebook. Second semester English students (n=156) from private and state universities in three cities in Indonesia; Surabaya, Bali, and Malang participated in this study. A set of questionnaire with a 5-point Likert-scale encompassing students’ perception, motivation, communicative selfconfidence (CSC), and Willingness to Communicate (L2 WTC) was used to collect the data. The data were then analyzed using a software package, AMOS 20, to gauge the magnitude of the factors affecting L2 WTC by using FB platform. The finding reveals that there are considerable effects on perception and motivation mediated by communicative self-confidence to WTC. While, communicative self-confidence shows the strongest predictor on L2 WTC.]]>
<![CDATA[Peer and Self Editing Strategies to Improve Students’ Writing Skill ]]>
<![CDATA[Winarto, Agus Edi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/jeels.v5i1.552
<![CDATA[Peer and self editing strategies are social and metacognitive strategies used in the steps of sharing, revising, and editing in writing. The objective of the study is to see how peer and self editing strategies are able to improve students’ writing skill. 64 students participants were actively involved in this classroom action research. Peer editing worksheet, self editing worksheet, and test sheet were used as the instruments. The results showed that students’ writing skill improved in all elements: the quality of format, punctuation and mechanics, content, organization, and grammar and sentence structure. They had achieved the criteria of success as determined. It can be concluded that peer and self-editing strategies are able to improve students’ writing skill.]]>
<![CDATA[The EFL Students’ Critical Reading Skills Across Cognitive Styles ]]>
<![CDATA[Par, Leonardus]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.30762/jeels.v5i1.541
<![CDATA[This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.]]>
