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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 391 Documents
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Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects Hamamah; Sahar, Rafidah; Emaliana, Ive; Hapsari, Yulia; Degeng, Putu Dian Danayanti
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.v10i1.1093

Abstract

This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Sulistyo, Teguh; Widiastuti, Oktavia; Mafulah, Siti; Puspitasari, Yunita; Holland, Tim
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1099

Abstract

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
“I Have to Take A Deep Breath”: Emotional Geography of EFL Lecturers During Undergraduate Thesis Supervision Sukarsono; Rahayu, Nanik Sri; Syahsurya, Muhammad Andrean
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1137

Abstract

Myriad of publications concerning students’ experiences during their final project completion process have been well documented. However, little discussed the supervisors’ emotional geography in fulfilling their task as supervisors for final projects. Therefore, the present study attempts to have an in-depth narrative case study that explores the emotional journeys of two EFL teachers supervising undergraduate thesis. Grounded on Hargreaves' (2001) emotional geography framework, this narrative case study employed direct interviews with EFL lecturers over the course of one month provided the source of the study's data. The study's findings showed that the participant experienced sustainable adaptation through negotiated emotional changes in their experiences as undergraduate thesis supervisors which were anchored by that focuses on physical, social, moral, professional, and political aspects. The findings of this study informed that supervisors experienced different degrees of emotional geographies one of which is caused by the length of supervisory process they have undergone. Pedagogical implications and further studies are also presented.
Tripartite Analysis of Empowering Indicators to Student Engagement: Informing A Conceptual Framework Yan, Li; Singh, Charanjit Kaur Swaran
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.698

Abstract

Student engagement has been labelled as the latest buzzword in the field of higher education. As it gains wide recognition as critical to learning improvement and student development, the ways contributing to engagement appear to be necessary to fully understand the definitions and potential factors. Therefore, this article employed a method of tripartite analysis to ideas on portrait engagement and comprehensively synthesized impacting variables which can empower learning engagement. Findings demonstrated an operational definition of student engagement as well as a conceptual framework illustrated in three broad factors including socio-cultural integration, structural variables and psychological dimension. The operational definition and conceptual framework provided deep insights into student engagement and implies educators systematically devise courses and teaching practices.
The Implementation of Merdeka Belajar Curriculum At English Department of Indonesian Universities Wahyuni, Sri; Fitriyah, Ima; Hasanah, Imroatul
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1249

Abstract

This article aims at investigating the implementation of Merdeka Belajar curriculum at some English Language Education of Indonesian universities. The stake holders of English Language Education Study Programs of a State University in Malang and a State Islamic Institute in Kediri are purposely selected as the subject of the study. In addition, semi structured interview and documentation are used to collect the data. The data collected in this study are analyzed based on Miles and Huberman’s interactive model of data analysis. The finding shows that both institutions have different terms in the implementation. English Language Education Study Program of a State University in Malang uses terms adaptive curriculum with MBKM (Merdeka Belajar Kampus Merdeka) programs without changing the existing curriculum used. Differently, English Language Education Study Program of a State Islamic Institute in Kediri develops a new curriculum which is compatible with MBKM policy. The new curriculum is developed from the existing curriculum, KKNI, and inserting the MBKM programs in the new curriculum structure
Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach Maruf, Nirwanto; Halyna, Kuchakovska
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.912

Abstract

The study was aimed at understanding the perceptions and meaning of EFL teachers when using digital storytelling for language learning in the classroom. Seven EFL teachers with experiences using digital storytelling in their language instruction were recruited for this study. Analysis of the data collected from the participants revealed several themes related to EFL teachers’ perceptions and meanings of using digital storytelling for language learning in the classroom. The results of the study indicate that teachers have hold overwhelmingly positive perceptions of digital storytelling as a teaching and learning tool in the classroom.  Specifically, they view it as a highly creative and engaging teaching approach that allows students to express themselves in a more personalized and meaningful way. In addition, they believe that digital storytelling facilitates language acquisition and enhances cultural understanding. Furthermore, these findings are consistent with related theories in the field of language teaching and learning. However, the study also highlighted the challenges and limitation of using digital storytelling, such as resource constraints and technical difficulties. Therefore, educators should be mindful of these limitations and plan accordingly when incorporating digital storytelling into their language instruction.
Questioning Strategy That Works to Foster Critical Thinking Skills: A Study In Islamic University Rasyid, Fathor; Aini, Nurul; Varghesse, KJ
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1048

Abstract

The aim driving the study is to develop instructional strategies that best fit students to enhance higher order thinking skills through questioning strategy. A university class consisting of thirty students is taking part in the study on Quantitative Research Methodology. The study is classroom action research with two steps. Preliminary study reveals that students had insufficient understanding towards HOTS (Higher Order Thinking Skills) and needed awareness raising towards critical thinking. A questioning strategy-based lesson plan, observation sheets, and critical thinking questionnaire were developed based on a questioning strategy approach. The findings indicate that the questioning strategy significantly enhances critical thinking skills. This result suggests teachers use questioning strategy to assist students' progress critical thinking. The implication of the study is that teachers should have the HOTS to facilitate and cultivate critical thinking among students and establish a thinking-oriented classroom
Senior Female EFL Teachers' Voices: Beliefs on ICT Implementation In EFL Classrooms Jamil, Nur Lailiyah; Karmina, Sari; Muniroh, Siti; Shafie, Latisha Asmaak
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1115

Abstract

The pandemic caused by COVID-19 has led to increased ICT usage in educational institutions. Still, senior teachers who have a significant impact on their advancement of professionalism with many years of teaching experience face several challenges in utilizing ICT in teaching and learning. Several studies found that compared to male teachers, female teachers are less proficient in using ICT devices due to several factors. Thus, this study aims to discover senior female EFL teachers' beliefs in terms of their perceptions and awareness of using ICT during their teaching and learning processes. The study included 34 senior female EFL teachers from East Java, Indonesia. A sequential explanatory mixed-methods design was used in this study. The questionnaires and one-on-one interviews showed that the use of ICT in the classroom is reported to be well appreciated by senior female EFL teachers, who also received guidance and support from their colleagues and collaborated on ICT professional development. However, they need assistance with theoretical and practical ICT abilities, solutions to internet constraints, and school-based technological infrastructures. This study recommends the government and higher education institutions implement targeted programs for senior teachers.
Developing English Teaching Materials Using Task Generator to Enhance The Seventh Graders’ English Language And 21st Century Skills Ariatna; Nuran, Ade Aini; Soongpankhao, Watcharaphong
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1751

Abstract

Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.Although extensive research has been carried out on the construction of teaching materials to increase students’ English skills, few studies have investigated how English teaching materials can be developed to sharpen students’ 21st century skills. This paper reports a research and development study on the enhancement of English teaching materials based on Task Generator Model to increase students’ 21st century skills. The study, which was conducted at a private secondary school in Medan, began with a need analysis in which students’ views on learning needs were surveyed. The questionnaire data revealed that the majority of students were in favor of materials which can support their English language and 21st century skills. The task-based materials were then developed and validated by experts (a lecturer and a teacher). The validation data showed that the initial product was deemed practical. There were also positive responses from both the teacher and students about the effectiveness of the task-based materials in supporting students’ English abilities and 21st century skills.
The Representation of Environmental Issues in an EFL Module for Primary School: A Multimodal Analysis Ibrahim, Muhammad Agung; Damayanti, Ika Lestari
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.734

Abstract

By using a qualitative textual analysis with a multimodal approach, this study explores how environmental issues are depicted in the relations of verbal and visual texts of an EFL module for primary school. The data were obtained from an EFL module for the fifth grade made by the EYL Course Design course students at one university in Bandung. In analysing the data, this study utilized three frameworks: Halliday and Mathiessen’s (2014) Transitivity system, Kress and van Leeuwen’s (2006) Visual Grammar, and Royce’s (1998) Intersemiotic Complementarity. The findings show that, by using a story, the module represents three points of drought-related environmental issues: the causes, the effects, and the solutions. The causes are mostly depicted visually by Transactional Action processes in which the Actors use water as the Goal or the Means in excess. The effects are mostly depicted verbally by Mental, Existential, and Relational processes that indicate human need for water. Meanwhile, the solutions are mostly depicted verbally by Material processes in which water (Goal) becomes an element to be saved by the Actors. In terms of complementarity, most of the elements of verbal and visual texts are completed by each other. Hence, encouraging students’ comprehension of the module, especially related to environmental issues, could be expanded by identifying both texts as a single whole.  

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