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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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Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study Lazuar Azmi Zulferdi; Nudia Imarotul Husna
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.v9i2.544

Abstract

This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.
Evaluating the Effectiveness of Intensive English Course in Islamic Higher Education Ary Setya Budhi Ningrum; Toyyibah
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.v9i2.565

Abstract

In the English Education department of the State Islamic Institute (IAIN) Kediri, there is a course so-called an Intensive English Course (IEC) program offered at the first semester. This course is designed as a preparatory program to prepare the students who come from various English proficiency backgrounds. This research is intended to evaluate the effectiveness of the IEC program. Employing a mixed-method approach, interviews, questionnaires, pre-test and post-test were administered to four Intensive English Course lecturers and 126 students. The findings of this study revealed that the program is effective as it is able to improve students’ performance, and the course material, teaching methods, and assessment conducted are appropriate. The interesting point to note is that, despite the fact that everything is well-prepared and the program has the potential to significantly improve the students' abilities, the improvement is still below par.
Contextualizing EFL Learners’ Proficiency in Using English Collocations Sipayung, Rohdearni Wati; Saragih, Erikson
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.700

Abstract

Proficiency in using a foreign language cannot be separated from mastery of collocation in the target language. Although several previous studies have explored collocations in various forms of oral communication; however, few studies have investigated the context of collocation use and proficiency in collocation use by EFL learners. This study aims to describe the English collocation competence and collocational mistakes of Indonesian (EFL) students. A total number of 50 students from an English education department in Medan, Indonesia, served as the subjects. The research instrument was a 50-item Simple Completion Test that the researchers created themselves. It assessed students' understanding of four different lexical collocations: pure idioms, figurative idioms, free combinations, and restricted collocations. The findings showed that pure idioms were the most difficult for these students, while free combinations posed the fewest number of a challenge. Student performance on restricted collocations and figurative idioms were roughly equal. The student's inconsistent responses often showed a lack of proficiency with English collocations. It is concluded that poor first language transfer is to blame for the collocational errors made by EFL learners. The greatest way to get more proficient at using collocation while avoiding errors that have been identified thus far is to utilize it as frequently as feasible in English.
Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL Prasandha, Diyamon; Aniq, Lailatun Nurul
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.434

Abstract

Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.
The Use of Flipgrid in Improving Secondary School Teachers’ Motivation and Confidence in Speaking English Rosita, Eva; Halimi, Sisilia
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.842

Abstract

This case study sought to determine the effectiveness of Flipgrid in enhancing the speaking abilities of 20 secondary school teachers representing a variety of subject disciplines. After recording three video monologues and writing reflective journals about their practice experience, all participants responded to questionnaire and interview to express how Flipgrid affected their motivation and self-confidence in speaking English along with their perception of the platform. The interview data was analyzed using Nvivo software by utilizing In Vivo coding. Then, the analysis result was triangulated with the questionnaire. It was concluded that Flipgrid was suitable for participants with English basic proficiency. It also assisted those with intermediate and advanced levels to practice speaking English independently. All participants were motivated due to the excitement, enjoyment, challenge, and self-assurance to speak more effectively. It affected their confidence because their pronunciation, vocabulary, fluency, and grammar improved. Despite minor obstacles in operating Flipgrid, it was considered effective due to its accessibility, helpfulness, and friendliness. This research revealed that using Flipgrid and combining it with face-to-face learning would be a good way to practice speaking English and in future studies, the efficacy of these two strategies would be worth investigated.
The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills Parlindungan, Firman; Mursyidin; Kurniasih; Rahmatillah, Refanja; Nuthihar, Rahmad; Oussou, Said
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.788

Abstract

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
Exploring Computer Science Students’ Skill In Translating Technology and Computer Terminologies Nida, Faridatun; Jiguang, Jiang; Azizah, Sindhy Nur
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.852

Abstract

This research explores the skill of computer-science students in translating technology and computer terminologies. It is a mixture of qualitative and quantitative. The data is collected by a survey. The participants are students of Amikom Purwokerto University. The analysis is executed using the Molina-Albir theory of translation techniques. It is then continued by evaluating the type of equivalency using theory from Kade. The result shows that the students' skill in translation varies. The techniques applied help the students to deliver the meaning from the source text to the target text. Unfortunately, only a half of the whole data reaches the total equivalence because of its changes in the form. Hence, the finding confirms that background knowledge of the participants in technology and computer science is provenly helpful to deliver and interpret the meaning. It also arisen an assumption that the combination of their knowledge and linguistics considerably can help the students in establishing the equivalency. Therefore, it is expected that the findings of the research give the novelty to the translation studies and also for the lecture in giving the lesson and activity for English and translation class because it is beneficial and gives contribution to solve the-real-world challenges.
EFL Students’ Learning Engagement in The Post Pandemic Era Khaerani, Nadya Shifa; Lintangsari, Alies Poetri; Gayatri, Putri
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.869

Abstract

The Indonesian government implemented online learning during the pandemic due to the spread of Covid-19.  Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.
Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation Iftanti, Erna; Madayani, Nany Soengkono; Sherif , Nada Mohsen Said Ali
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.958

Abstract

This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.
Indonesian EFL Teachers' Identity Construction in a Global Englishes Era Ubaidillah, M. Faruq; Elfiyanto, Sonny; Rifiyani, Andri Jamaul; Lee, Huan Yik
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1082

Abstract

Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.

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