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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 327 Documents
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Empirical Evidence of Blended Learning in Indonesian EFL Class Sebastianus Menggo; Hieronimus Canggung Darong
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.554 KB) | DOI: 10.30762/jeels.v9i1.3957

Abstract

Blended learning necessitates a digitization technology on the part of both instructors and students, the use of up-to-date instructional strategies, adaptable learning procedures, the efficiency of the processes, space, and financial resources, as well as learner motivation and independence; all of these factors lead to a rise in learner academic achievement. Unfortunately, the results ofthe most recent empirical studies do not support the idea that blended learning help learners enhance their English proficiency and their level of learning independence. There is proof that blended learning impacts the English proficiency, learning independence, enthusiasm, and ICT skills of students. This article analyzed and quantified the effectiveness of blended learning in English as a Foreign Language (EFL). This study is a quantitative explanatory research type with a pre-test and post-test design. One hundred eighty students from the Agronomy Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng participated in the study. A method of random sampling was utilized, and from that population, 73 participants were selected as samples. Data was taken by test and non test, then analyzed by a software program called SPSS 22.0. Teen blended learning sessions, including five face-to-face and five virtual sessions, are conducted using the Zoom platform. The findings indicate that students' English language skills improve with blended learning (the mean score on the posttest was 82.57), as do their levels of learning independence (82.44%), learning enthusiasm (76%), and ICT skills (70.43%).
Second Language Teaching and Research: Teachers’ Perspective Amjad Ali Jokhio
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.813 KB) | DOI: 10.30762/jeels.v9i1.3989

Abstract

This study aims to know teachers’ perception regarding research and throw a shadow of light on this critical issue with respect to teaching pedagogy. For this study, data were collected through survey questionnaire with close ended items from 104 secondary school teachers (SSTs) (grade 6 to 10) and English language centers of Karachi. The data analysis revealed that most of the teachers believed that the knowledge they gain from the teaching is more effective and valuable rather than the knowledge acquired from research. In both categories, majority of the participants declared that they have limited sources available in order to access the Second Language Acquisition (SLA) articles, whereas half of them stated that they do not have enough time to conduct SLA research, a few of them reported as lack of interest, one of the SSTs indicated that research articles are difficult to understand and no ability to conduct research. Furthermore, majority of the teachers agreed that a teacher should be researcher, whereas a few of them disagreed with the statement. This study concludes with some ideas and proposals to remove the pertaining communication barriers between researchers and teachers.
Online Learning Amidst Covid 19 Pandemic Disruption: EFL Lecturers and Students’ Classroom Interaction Putri Erwani; Sofendi; Soni Mirizon
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.143 KB) | DOI: 10.30762/jeels.v9i1.4527

Abstract

Due to Covid 19 pandemic, for the last two years face-to-face classroom instruction in all education level has been migrated to online mode which may be conducted elsewhere outside of the face-to-face classroom context. This shifting brings a new trend in the classroom interaction between teachers and students. This study aims at finding out types of classroom interaction the lecturers and students do in running online learning in a public university in Palembang. Qualitative method with a case study design was employed in this study. The participants of this study were the lecturers and students who taught and learned speaking subject in English education study program at one public university. The data were collected through observation and interview to the EFL lecturers and students. The data were analyzed by using thematic analysis through coding process. The findings revealed that there were four kinds of classroom interactions commonly happened during the online learning activities, viz. Student-instructor, student-student, student-content, and student-interface interactions.
Is The Test Sensible? Developing A Critical Reading Test for Indonesian EFL Learners Ary Setya Budhi Ningrum; Emy Sudarwati
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.256 KB) | DOI: 10.30762/jeels.v9i1.4005

Abstract

This study aims at developing a critical reading test for Indonesian EFL students. This (R & D) project is intended to assess students' progress and is supposed to offer accurate and trustworthy results. The subjects were twenty students from the English Language and Literature Department at Brawijaya University who took part in the try out stage. The test items' difficulty indices ranged from 0.26 to 0.89. The reliability coefficient for the KR-20 was determined to be 0.95, indicating that this multiple-choice critical reading comprehension test is valid and reliable. Despite of the fact that the Critical Reading test is declared valid and reliable, the students’ score taking the Critical Reading test during the try out is less satisfactory. This might be caused by limited number of students taking the try out or problems dealing with teaching and learning process of critical reading in the classroom causing students’ inability to do the test well. Future researchers are suggested to address this issue by either involving more participants during the try out to get the reasons underlying students lack of ability in doing critical reading test.
An Investigation into Netizen Comments on Indonesian Prominent Leaders’ Instagram Posts And Language Learning Implications Didin Nuruddin Hidayat; Yudi Septiawan; Maya Defianty; Agus Sufyan; Ismalianing Eviyuliwati
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (545.967 KB) | DOI: 10.30762/jeels.v9i1.4080

Abstract

Instagram serves as an example of the most famous social media platforms. Instagram, particularly for the executives, can favorably relate connections among politicians, voters, and other supportive or contending parties. The current research aimed to analyze the form of social criticism delivered by netizens on the comments towards three Indonesian politicians' Instagram posts, namely Anies Baswedan, Ridwan Kamil, and Ganjar Pranowo, who have millions of followers putting concerns towards what they did on Instagram. Besides, the research also aimed to identify some pedagogical implications of Instagram on language learning. A qualitative approach was employed to uncover the three dimensions of the discourse: positivism-empiricists, constructivism, and critical into one analysis unit or social cognition. The research found that netizens' comments were in line with the status postings of each of the governor published on Instagram, focus on the three governors' performance during their tenure, and affected by the background of the supporting parties. This research supports the idea that Instagram is a viable means of language learning because it can provide a meaningful context to learn a language.
Exploring EFL Novice Teacher’s Identity Construction: A Narrative Inquiry of Senior High School Teacher Faisal Abdul Rahman; Eri Kurniawan
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 2 (2022): JEELS November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i2.485

Abstract

This study used narrative inquiry to reveal the identity construction process performed by an Indonesian EFL novice teacher through her personal experiences in a senior high school context that is still rarely explored. The interview results revealed that the teacher developed Johnston's framework based on the following three aspects of the teacher's identity: teacher-student relationship, professionalism, and religious beliefs. The results showed that the novice teacher always prioritized academic assistance for students in teacher-student relationships. In terms of professionalism, she saw it as service-oriented. Thus, she always strived to be a better teacher to her students. She also instilled religious values in her English classes. She believed instilling positive values could help socially responsible individuals. It is suggested that future research would use a solid and clear framework regarding the novice teacher's identity construction to make the research process more organized and extend some informative inputs in narrative inquiry research.  
The Learning Skills of English as a Foreign Language (EFL) Student-Teachers in Project-based Learning and Case-based Learning Rosinta Norawati; Yunita Puspitasari
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 2 (2022): JEELS November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i2.512

Abstract

As a new curriculum, Merdeka Belajar is expected to provide a learning experience enabling the students to articulate the knowledge and information they obtain to solve real-world problems. It is believed that CBL and PjBL are able to make it happen. Therefore, this study aimed to investigate what learning skills functioned regarding the implementation of case-based learning (CBL) and project-based learning (PjBL); and probe if the two learning models have a statistically significant difference in the learning skills of the student-teachers. A one-group post-test design and non-randomized sampling were used to select the participants. Two sets of questionnaires were administered to 20 EFL student-teachers as participants to obtain their perceptions about the implementation of CBL and PjBL. The findings revealed learning skills that functioned in the use of CBL included cognitive, critical thinking, and communication skills, whereas, in PjBL, they were critical thinking, learning engagement, and cognitive. However, the result of paired sample t-test showed that there was no significant difference statistically between the use of CBL and PjBL on the learning skills of the student-teachers. It is suggested that future researchers investigate the difference between the two learning models in different settings with different designs and large participants.
Need Analysis of Dyslexia Students in English Reading Comprehension Instructions Margaret Stevani; Karisma Erikson Tarigan
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 2 (2022): JEELS November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i2.520

Abstract

The challenges of learning English as a foreign language presented issue for dyslexia students who had deficiencies in reading comprehension involving information processing, concentration, and sensory motor skills. The aims of this research were to describe the dyslexia students’ needs in English reading comprehension. The sample consisted of 117 dyslexia students aged 13-16 years old from Karya Murni Special Needs School and Ananda Karsa Mandiri School, North Sumatra, Indonesia. The data were in the form of descriptive qualitative research which was taken from interview, questionnaire, and test. The results of this research proved the analysis of: (1) the physical, emotional, and social characteristics of dyslexia students, (2) the characteristics of dyslexia students’ learning style and testing reading comprehension test, (3) the need analysis for dyslexia students in teaching method in the classroom, (4) the need analysis of dyslexia students in reading comprehension, (5) the factors why dyslexia students had difficulty in English as a foreign language, and (6) the factors why dyslexia students had difficulty in English reading comprehension. With needs analysis, it was expected the identification of necessities, lacks, and wants could be formulated properly as a basis to prepare English reading teaching materials.
Attitudes and Support Strategies of Parents to Promote English-Indonesian Bilingualism in Children Ika Apriani Fata; Chairina Nasir; Najwa Alifah
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 2 (2022): JEELS November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i2.532

Abstract

The goal of this study was to look into parents' attitudes toward encouraging English-Indonesian bilingualism in their children, as well as their support strategies for doing so. This study used a mixed-method approach to collect both quantitative and qualitative data. The quantitative data was collected using a questionnaire, while the qualitative data was collected during the interviews using open-ended questions. Twenty mothers who raise bilingual (English-Indonesian) children took part in the study. The researcher collected data using a questionnaire and an interview. The majority of parents prefer English-Indonesian bilingualism for their children, according to the findings of this study. By being actively involved in their children's language development, parents always make efforts to maintain their children's bilingual skills. The support systems that parents provide for their children, as well as the degree of support provided in English language learning, appear to differ. To make the learning process effective and successful, parents focus on their children's interests while developing Indonesian-English skills for them.
“It’s not Easy to Speak English”: International Students’ Language Anxiety in Academic Intercultural Communication Practices Evi Dewi Zakiya; Reni Kusumaningputri; Dewianti Khazanah
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 2 (2022): JEELS November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i2.534

Abstract

During the past few years, an increasing number of international students from Thailand have come to Indonesian campuses to pursue their undergraduate degree in the departments they selected, including in the department of English. What is it like to learn to speak English as international students in the context of English as a foreign language? As they come from a country where English is taught and learnt as a foreign language, what challenges they face in relation to speaking? The study reported the anxiety experiences of five international students from Thailand as they engaged in English use and learning situations in Indonesia. Drawing on a narrative inquiry method, the results revealed that self-esteem, social environment, fear of making mistakes, the formal classroom environment, social status and self-identity, cultural differences, presentation in the classroom, and the university admission system were reasons for their language anxiety. The study also offers insights into how international students who learn English in Indonesia can be better supported during their stay in Indonesia as a host country.

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