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
Articles
14 Documents
Search results for
, issue
"Vol. 6 No. 2 (2019): JEELS November 2019"
:
14 Documents
clear
<![CDATA[The Role of Mobile Phones As Effective Tools For Language Learning By Libyan EFL Learners ]]>
<![CDATA[Safia Mujtaba Alsied]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (679.943 KB)
|
DOI: 10.30762/jeels.v6i2.1234
<![CDATA[The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.]]>
<![CDATA[Textual Syntactic Complexity and Its Role In Second Language Reading Outcomes In Indonesia ]]>
<![CDATA[Sahiruddin]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (445.506 KB)
|
DOI: 10.30762/jeels.v6i2.1268
<![CDATA[This paper examines the role of syntactic complexity in L2 reading outcomes across different EFL proficiency levels in an Indonesian university. Indonesian university students (N = 148) at Intermediate and Advanced levels of proficiency read four English passages differing in syntactic complexity. The latter was measured by several widely used text modelling tools. Participants read two low and two high complexity texts and completed a post-test comprehension test. Syntactic complexity had a statistically significant but low magnitude effect size, accounting for 2%-5% of the variance of reading performance between the L2 English proficiency levels. There were also noticeable differences in text analysis measures across the different complexity tools. The usefulness of syntactic complexity as an isolated dimension of text complexity is evaluated. The contribution of this study to the field both in theory and practice is presented.]]>
<![CDATA[Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English ]]>
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Sari Diana]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (391.045 KB)
|
DOI: 10.30762/jeels.v6i2.1233
<![CDATA[The development of language learning mobile application soft-wares (apps) for smart mobile devices such as smartphones and tablet computer has risen amazingly in these recent days. These apps were continuously reported to be highly potential to support the students to learn the target language. This study introduced two free English learning apps to the students and investigated how they made use of the apps to support their English learning. More specifically, it examined how their English motivation in learning English is, how they used the apps, and whether their different level of motivation influenced the time they spent in accessing the apps. The study was conducted in a mixed method approach utilizing daily journal and questionnaire as the instruments to collect data. The finding pointed that the students were considerably active in using both of the apps. They could enjoy the practicality and flexibility of learning English by the apps despite some superficial engagement. In addition, although students’ English learning motivation was found to have no influence on the amount of time spent in using the apps, their positive response toward using the apps was a potential indication to foster independent English learning outside the classroom. A further detailed finding was discussed along with important issues in the current trends of mobile language learning.]]>
<![CDATA[How Duterte States His View on The Philippines and Other Countries Relation: A Discursive Strategy Analysis ]]>
<![CDATA[Andifa Chaerunnisa]]>;
<![CDATA[Haru Deliana Dewi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (298.578 KB)
|
DOI: 10.30762/jeels.v6i2.1271
<![CDATA[Different types of social or cultural background, combined with a region or social status, go into the making of spoken or written discourse. One of the interesting spoken discourses to discuss is political interview. It often reveals the intention of political leaders’ way of speaking. While there are those who are subtle in their way of talking, there are also a few who do not, one of whom is the Philippines’ president, Rodrigo Roa Duterte. Known for his outspoken personality, he often states controversial things that influence his country and derive critics from various places. Using van Dijk’s (2004) framework, this study analyzes the macro and micro discursive strategies used by Duterte in delivering his views on other countries’ relations with the Philippines based on his most-watched English interview with Russia Today. The findings revealed that the macro strategies used by Duterte are positive self-presentation, negative other-presentation, and outside polarization. Meanwhile, the mostly micro discursive strategies used are implication, lexicalization, and example/illustration.]]>
<![CDATA[Nursing Students' Perceptions of English as A Lingua Franca ]]>
<![CDATA[Komilie Situmorang]]>;
<![CDATA[Sandra Sembel]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (249.93 KB)
|
DOI: 10.30762/jeels.v6i2.1350
<![CDATA[Provoked by the Faculty of Nursing’s graduate career prospective, ‘nurse in international nursing services’, this study aimed to investigate the Englishes nursing students were in favour of and the Englishes they needed for their future career and to find out their perceptions toward English as a Lingua Franca (ELF). Taking the form of a case study, this study collected data through open-ended questionnaires and semi-structured interviews. The findings generally highlighted paradoxes in participants’ views of ELF. Students were found to be in favour of Standard English (SE), although in the future what they truly expected from patients was the intelligibility to create therapeutic conversation. Furthermore, the participants seemed to be aware of the variety of Englishes in existence but believed that SE should be taught in class. This study also found out that local accents speak for their cultural identity. Therefore, the implication of the study calls for attention to the potential benefits of introducing ELF and provides some recommendation of how ELF could be best introduced at classrooms.]]>
<![CDATA[Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values ]]>
<![CDATA[Galuh Nur Rohmah]]>;
<![CDATA[Ulil Fitriyah]]>;
<![CDATA[Lina Hanifiyah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (483.599 KB)
|
DOI: 10.30762/jeels.v6i2.1457
<![CDATA[The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.]]>
<![CDATA[Is The Natural Order of Morpheme Acquisition Being Appropriately Presented In English Language Teaching Course Books? ]]>
<![CDATA[David D. Perrodin]]>;
<![CDATA[Narumon Somboon]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (307.991 KB)
|
DOI: 10.30762/jeels.v6i2.1569
<![CDATA[This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.]]>
<![CDATA[The Role of Mobile Phones As Effective Tools For Language Learning By Libyan EFL Learners ]]>
<![CDATA[Alsied, Safia Mujtaba]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/jeels.v6i2.1234
<![CDATA[The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.]]>
<![CDATA[Textual Syntactic Complexity and Its Role In Second Language Reading Outcomes In Indonesia ]]>
<![CDATA[Sahiruddin]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/jeels.v6i2.1268
<![CDATA[This paper examines the role of syntactic complexity in L2 reading outcomes across different EFL proficiency levels in an Indonesian university. Indonesian university students (N = 148) at Intermediate and Advanced levels of proficiency read four English passages differing in syntactic complexity. The latter was measured by several widely used text modelling tools. Participants read two low and two high complexity texts and completed a post-test comprehension test. Syntactic complexity had a statistically significant but low magnitude effect size, accounting for 2%-5% of the variance of reading performance between the L2 English proficiency levels. There were also noticeable differences in text analysis measures across the different complexity tools. The usefulness of syntactic complexity as an isolated dimension of text complexity is evaluated. The contribution of this study to the field both in theory and practice is presented.]]>
<![CDATA[Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English ]]>
<![CDATA[Hidayati, Tuti]]>;
<![CDATA[Diana, Sari]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30762/jeels.v6i2.1233
<![CDATA[The development of language learning mobile application soft-wares (apps) for smart mobile devices such as smartphones and tablet computer has risen amazingly in these recent days. These apps were continuously reported to be highly potential to support the students to learn the target language. This study introduced two free English learning apps to the students and investigated how they made use of the apps to support their English learning. More specifically, it examined how their English motivation in learning English is, how they used the apps, and whether their different level of motivation influenced the time they spent in accessing the apps. The study was conducted in a mixed method approach utilizing daily journal and questionnaire as the instruments to collect data. The finding pointed that the students were considerably active in using both of the apps. They could enjoy the practicality and flexibility of learning English by the apps despite some superficial engagement. In addition, although students’ English learning motivation was found to have no influence on the amount of time spent in using the apps, their positive response toward using the apps was a potential indication to foster independent English learning outside the classroom. A further detailed finding was discussed along with important issues in the current trends of mobile language learning.]]>
