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
327 Documents
<![CDATA[The Use of Google Meet For Online Microteaching ]]>
<![CDATA[Dwi Riyanti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v8i2.3374
<![CDATA[The social distancing and the closure of schools during the Pandemic force both teachers and students to teach and study remotely. In order to facilitate pre-service teachers learning to teach, the instructor of the Microteaching who is also the researcher opted to use Google Meet (GM) as a teaching platform in Microteaching class. Aiming at uncovering the perspectives of pre-service teachers in using GM as an online teaching platform for teaching their peers, the current study involved the sixth semester students in Microteaching class as its research participants. The main data were obtained through open-ended questionnaire. To triangulate the data, the videos of five pre-service teachers’ teaching demonstrations and five students’ written reflections were also used as a source of data. The obtained data were analyzed thematically based on the emerging themes. In so doing, the researcher firstly read the results of the open-ended questionnaire and the students’ reflection closely and started codifying the data. The findings show that preservice teachers have positive impression toward the use of GM and consider that as useful in the pandemic time. In terms of the challenge they faced, internet connection was found to be the major obstacle in teaching peers using GM.]]>
<![CDATA[A Genre Analysis on The Discussion Section Of Quantitative And Qualitative Research Articles In ELT And Linguistics ]]>
<![CDATA[Alfin Zalicha Hilmi]]>;
<![CDATA[Toyyibah]]>;
<![CDATA[Nur Afifi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v8i2.3264
<![CDATA[This study aimed at: 1) investigating the move and steps found in quantitative and qualitative research articles discussion; 2) investigating the rhetoric structure patterns of quantitative and qualitative research article discussion. This study is a qualitative-research focusing on genre analysis on qualitative and quantitative RA discussions. There were 20 qualitative and 20 quantitative research article discussions of EFL and applied linguistics journals were investigated in this research. Using Yang & Allison’s (2003) framework to analyze the data, it is found that all moves in the framework were employed in RA discussion of both qualitative and quantitative research. However, the number of occurrences of each move were different between discussion section of these two different approaches. Furthermore, the patterns of both qualitative and quantitative RA discussion was not significantly different. There were two types of patterns in RA discussion both in qualitative and quantitative, repetitive pattern and organized pattern. although there were some variations in each of those patterns. The present study provides more evidence of generic structure of RA discussion section as well as proposes some useful insights related to move analysis on research article discussion in ELT and Linguistics area. Limitations and recommendations are discussed in this study.]]>
<![CDATA[Students’ Learning Approaches in The EFL Emergency Online Learning Context ]]>
<![CDATA[Made Hery Santosa]]>;
<![CDATA[Ni Made Ratminingsih]]>;
<![CDATA[Luh Diah Surya Adnyani]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v8i2.3215
<![CDATA[Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.]]>
<![CDATA[English – Majored Students’ Perceptions on Teachers’ Use Of Vietnamese In EFL Classrooms ]]>
<![CDATA[Phuong Hoang Yen]]>;
<![CDATA[Dang Thanh Danh]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v8i2.3379
<![CDATA[Previous studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance their target language proficiency. Several disadvantages of using Vietnamese were also mentioned, for instance, hindering learners’ language improvement, causing their laziness and passiveness. Suggestions are proposed to raise EFL teacher’s awareness on the extent of English and Vietnamese in their teaching to help leaners achieve objective of the class.]]>
<![CDATA[Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic ]]>
<![CDATA[Azza Nabila]]>;
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Niamika El Khoiri]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v8i2.3567
<![CDATA[This research is aimed at investigating the level of demotivation and the demotivating factors experienced by Indonesian EFL learners during home online English learning as response to social distancing order amid the COVID-19 pandemic. This research employed quantitative and qualitative data. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.]]>
<![CDATA[Writing Anxiety and Academic Procrastination On Undergraduate Thesis Writing: The Role Of Self-Regulation ]]>
<![CDATA[Agnes Riska Pravita]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v9i1.4010
<![CDATA[Writing anxiety and academic procrastination are said to be interconnected and have a substantial impact on students’ thesis completion. Self-regulation, on the other hand, is what allows students to make progress while writing their thesis. The goal of this research is to find out how writing anxiety and academic procrastination influence students' thesis writing and how they self-regulate themselves to write their thesis. A quantitative study utilizing descriptive statistics was used to conduct this research. Twelve students in a thesis class expressed their consent to participate in the research. The data was gathered by keeping track of the students' thesis writing progress based on word count development on their research drafts, assigning them to write a standardized weekly journal, and delivering two adapted questionnaires from the self-regulation learning strategy survey. The results suggest that the students had a high level of anxiety, with a score of 65.25, with avoidance behaviour being the highest. They also procrastinate on academic revision and review. Goal planning and requesting help, on the other hand, involve their self-regulation the most, whereas task methods and time management engage in the least. Future researchers are urged to do a further in-depth study on this issue since it is worth researching. Lecturers are also urged to introduce students to different reading and writing techniques.]]>
<![CDATA[English Lexical Bundles in The Graduate Theses: The Frequency, Structure and Distribution ]]>
<![CDATA[Mohamad Syihabuddin Faqih]]>;
<![CDATA[Ignatius Harjanto]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v9i1.3652
<![CDATA[Lexical bundles are one of the important characteristics of academic discourse which tell readers to know whether the writer is professional or novice. Inevitably, studies on lexical bundles in scientific essays are important to do. This study identifies the most frequent, structural characteristics, and the functional categorization of lexical bundles in the Master Theses in Teaching English as a Foreign Language (TEFL), specifically in the Findings and Discussion section. There were 651.083 words from 74 different theses compiled to create the corpus by using Antconc 3.5.8. The results found 117 different lexical bundles and the sequences ‘the result of the’ and ‘on the other hand’ dominate the section. Noun phrase + of structure which covers one third of overall forms in the corpus were the most lexical bundles’ structural types in the findings and discussion section followed by other noun phrase structures (22% out of overall bundles). Functionally, research-oriented bundles (45% of overall bundles) were the most frequent ones followed by text-oriented (40%) and the least frequent bundles were participant-oriented. Reported findings are further discussed with related theories.]]>
<![CDATA[The Role of Classroom Interaction in Online Learning: Voices From The Students ]]>
<![CDATA[Entusiastik]]>;
<![CDATA[Yuniar D.A. Siregar]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v9i1.4182
<![CDATA[The importance of classroom interaction in learning has been widely researched. Through the lens of sociocultural theory, classroom interaction could be seen as mediation for learning where learners develop their knowledge and understandings through collaborative activities and dialogic processes which take place during the learning process in class. This paper qualitatively explores the types of classroom interaction that take place in an online learning environment to analyze factors that impacted and shaped classroom interactions. Further, how students perceive each type of interaction and how it might contribute to learning and learners’ satisfaction were also discussed. The study highlights the importance of balancing the use of both synchronous and asynchronous interaction modes to allow maximum classroom interaction. While technology might be a potential tool in encouraging learners to interact more actively and engage in interaction within a less threatening condition, instructors should think carefully about the design of learning activities to create positive classroom interaction with learners, among learners, and between learners and the course materials.]]>
<![CDATA[Pomodoro Technique Analysis in Zoom-Based Classrooms ]]>
<![CDATA[Nyak Mutia Ismail]]>;
<![CDATA[Zaiyana Putri]]>;
<![CDATA[Anita Noviyanti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v9i1.4298
<![CDATA[This study aimed at finding out students’ state of motivation, engagement, and time management when Pomodoro teaching technique is implemented in ZOOM-based synchronous classroom. This study is naturally qualitative as it investigates the data from students’ during online learning as individual experiences. There were 53 freshman students from various majors involved in this study who had to attend ZOOM classroom for General English Course from August to December 2021. Ten meetings with the implementation of Pomodoro were carried out. In carrying out Pomodoro technique, the students were given break-time for 5 minutes in every 25-minute learning session. Afterwards, the students should answer the questionnaire consisting of 30 statements asking about motivation, engagement, and time management. Once the data collected, they were analyzed using Interactive Analysis (data reduction, data display, and data verification). The results uncover that, regarding motivation, 33 students had positively-oriented motivation; then in term of learning engagement, 40 students were actively engaged with online learning activities given; and concerning time management, 32 students had good time management. This result apparently implies thatnon-physical meeting—which lecturers probably presume that less stress is employed—demands regular break as well. Thence students can still learn efficiently and effectively.]]>
<![CDATA[The Effectiveness of Simultaneous Roundtable in Teaching Writing At EFL Setting ]]>
<![CDATA[Mohammad Romadhoni]]>;
<![CDATA[Yam Saroh]]>;
<![CDATA[Ani Asryan]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v9i1.4118
<![CDATA[EFL teachers are currently considering implementing practical strategies to help students make rapid progress in learning English and reach their learning goals. Simultaneous Roundtable is one of the strategies that are familiar to them. In particular, the Simultaneous Roundtable strategy is examined in this study in order to determine whether it is effective for writing English descriptive essays. Indonesian seventh graders were examined in this experiment. The experimental group applied the Simultaneous Roundtable strategy. The control group then received instruction using a teacher's feedback strategy. The Simultaneous Roundtable strategy was more effective than the traditional teacher feedback strategy for improving the students' descriptive writing skills. Simultaneous Roundtable, therefore, is recommended for EFL teachers to implement since it can be one of the practical teaching strategies that significantly improve students' descriptive writing skills and increase their interpersonal and social skills.]]>
