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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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Complexity, Accuracy and Fluency (CAF) oF EFL College Learners’ Writing : The CLIL and Non-CLIL Classes Masrul; Baftim, Sharifah Sheha Syed Aziz; Wicaksono, Bayu Hendro
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.v11i1.1272

Abstract

This study was designed to compare the complexity, accuracy, and fluency of EFL written text in CLIL and Non-CLIL classes. The study enrolled two groups of undergraduate students from the State University of Malang, Indonesia: an experimental CLIL class (N = 50 students; 22 males and 28 females) and a non-CLIL as control class (N = 50 students; 19 males and 31 females). Students' essays were evaluated quantitatively using some aspects of linguistic proficiency, such as complexity, accuracy, and fluency. The errors were classified as syntactic, morphological, lexical, lexicogram, spelling, and punctuation mistakes. The findings indicated that both CLIL and non-CLIL methods produced comparable complexity, accuracy, fluency, syntactic, morphological, lexicogram, and spelling scores in two groups of students. Meanwhile, for complexity and lexical values, the CLIL and Non-CLIL methods produced significantly different average scores, with the application of the non-CLIL method being higher. On the punctuation variable, the CLIL method can significantly improve the assessment. Several possible explanations for the increase in complexity, accuracy, and fluency include a preference for the English standard, the course's assessment criteria, and practice effects. The findings of this study also provide additional pedagogical implications.
Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study Kurniasih; Suhartoyo, Eko; Fransiskus, Ferdinan
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.v11i1.1464

Abstract

At higher education, students at the end of the study are required to write a final project. Writing English papers is challenging and might create writing anxiety. Therefore, it is necessary to look at what strategies are used by the teachers and their effect on anxiety levels and performance. Furthermore, it is also crucial to accommodate students’ perceptions of the strategies so that students’ voices provide valid information on how the classroom should be. This research uses a mixed-method methodology to analyze lecturers' anxiety-reduction strategies and students' perceptions of them.  Three instruments were used to collect data, namely a Second Language Writing Anxiety Inventory (SLWAI), open-ended questions about the perception, and students’ writing scores. A paired sample t-test was used to compare students' writing anxiety and performance before and after treatment. Content analysis was used to assess student opinions of the strategies. The statistics showed that students' writing anxiety fell from high (71.35) to moderate (66.47). Meanwhile, students' writing grade rises from 72.00 to 79.03. SPSS analysis showed that anxiety-reducing strategies significantly affect writing anxiety and student performance (p = 0.000). Consequently, this study's findings should be beneficial in writing classes.
The EFL Lecturers’ Voices: Strategies and Concerns in Writing the Ba Thesis Zulfikar, Teuku; Emawati; Amiruddin; Sundusiyah, Anis
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.v10i2.1585

Abstract

The objective of this paper is to examine the perspectives of department chairmen and lecturers who teach Research Methods in English Language Teaching (ELT) with regards to strategies employed in thesis writing. We conducted in-depth interviews to collect data. Four English Education department chairs were interviewed and 24 lecturers teaching Research Methodology in ELT via FGDs. Using coding techniques, the data from interviews and FGDs were divided into two main themes: academic and non-academic variables to successful thesis writing. Academic variables include the selection of research problems, analysis of prior relevant themes, formulation of research questions, and comprehension of writing styles. In addition, participants acknowledged that non-academic variables play a vital role in the successful writing of a thesis. The participants highlighted time management and interpersonal relationships as non-academic issues.
Promising Novelty in Articles: How Authors Publishing in Sinta and Scopus-Indexed Journals Differ or Resemble Hasiyanti, Hasiyanti; Arsyad, Safnil; Adnan, Zifirdaus
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.v11i1.1693

Abstract

Many academics have studied niche establishment tactics in journal articles, but none have studied two or more sets of journal articles in language studies. This study identifies how Scopus and Sinta English Language Teaching journal authors niche their research paper abstracts and introductions. Niche Establishment techniques in Sinta and Scopus-indexed journals were examined using qualitative and quantitative methods. This analysis used 100 Scopus- and Sinta-indexed research articles. From randomly selected journals' newest issues, research article parts were extracted. Most authors in the two sets of research publications define a niche in the introduction, but few do in the abstracts. Scopus-index journals use Strategy 2 (insufficient research) and Strategy 5 (suggesting solutions) the most, while Sinta-indexed journals use Strategy 2 and Strategy 1. For rookie authors and postgraduate students, this study proposes niche establishment tactics in research paper abstracts or introductions to improve writing.
Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur Wiranty, Glenda Mutia; Andang Saehu; Hanna Sundari; Mohammed H. Alaqad
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.v11i1.1718

Abstract

 students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT. 
Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness Haerazi; Irawan, Lalu Ari; Sotlikova, Rimajon
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.v10i2.1763

Abstract

This study aimed to know the use of the interculture-based language learning (IBLL) model to improve learners’ speaking skills integrated with linguistic awareness and their responses to learning experiences. A mixed-method study was employed, employing the concurrent embedded design, to investigate the learning processes associated with the IBLL model in enhancing speaking skills. The data consisted of qualitative and quantitative data. The qualitative data were collected using observation sheets and interviews, while the qualitative data were attained using tests. The finding showed that the IBLL model facilitates learners to improve grammar competence, vocabulary acquisition, fluency, pronunciation, and description detail. The speaking improvement of learners was affected with learners’ linguistic awareness. Based on this, learners have positive responses to the use of the IBLL model in the speaking class. This study can be concluded that the use of the IBLL model was able to improve speaking skills viewed from linguistic awareness. The implication of the current study acknowledges that language learning goes beyond mere linguistic competence and it entails an exploration of cultural nuances, social contexts, and the interconnectedness between language and societal practices.
Minimizing EFL Learners’ Speaking Anxiety in the Post-Pandemic Era Afidawati, Hilda; Arrasyid, Farouk Imam; Ikawati, Listiana
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.v11i1.1886

Abstract

The COVID-19 pandemic, which lasted for more than 2 years, had a tremendous impact in Indonesia. One of its impacts on the education sector that is still affecting the post-pandemic period is learning loss. Learning loss is a phenomenon where students lose their knowledge and skills due to certain conditions. Learning loss also affects students’ psychology. In speaking learning, anxiety is one of the students' obstacles to speaking fluently. This study aimed to investigate the strategies employed by students to mitigate speaking anxiety in the post-pandemic era. The case study design was used to do an in-depth investigation of complex problems regarding students' speaking anxiety in a school. The study involved six students in grade seven at a junior high school in West Java, Indonesia, as participants. The participants selected were those representing different speaking abilities based on their speaking test results. The data was collected through semi-structured interviews. The findings show that students employ several strategies to mitigate their speaking anxiety, including preparation, relaxation, positive thinking, and peer-seeking. In other words, those strategies reflect students’ resilience to deal with learning loss in the post-pandemic era.  This study is intended to serve as a valuable resource for educators and EFL learners by providing strategies to alleviate speaking anxiety effectively.
(Un)silencing the Silence: EFL Students’ Speaking Anxiety in Answering Lecturers’ Questions Abrar, Mukhlash; Muhammad Muldan Salim; Rd. M. Ali; M. Rico, Felipa
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.v11i1.1888

Abstract

This study attempts to explore the factors and strategies of EFL students' speaking anxiety in answering the lecturer's questions. A qualitative design using a case study method was employed to gather information about individual experiences. This study examined EFL students' speaking anxiety when responding lecturers' questions at a Jambi public university. The researchers selected 10 active EFL students who had finished all courses, were accessible, and eager to engage in this research. The researchers collected data through interviews and supervisor notes. The findings were analyzed thematically. Linguistics and knowledge issues (grammar, vocabulary, pronunciation, and lack of knowledge), psychological issues (fear of making mistakes, lack of confidence, and lack of motivation), and performance issues (lack of preparations, environmental conditions, and time pressure) were identified. This study also found that EFL students reduce anxiety through self-management (practice and preparation, learning from mistakes), self-psychology (relaxation and motivation), and help from others (friends and family).
Challenges in Implementing Kurikulum Merdeka for EFL Teachers Reza, Fahrani; Rohmah, Zuliati; Abdullah, Nur Nabilah
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.v10i2.1899

Abstract

Indonesia's new Kurikulum Merdeka, introduced for post-COVID-19 recovery and educational improvement, presents unique challenges, especially requiring teachers to create teaching materials from scratch. This article explores the challenges the English teachers face in executing Kurikulum Merdeka. This study employed a mixed-method approach to examine the challenges faced by English teachers when implementing Kurikulum Merdeka. Quantitative data were collected through a Google Form questionnaire distributed to 170 English teachers in secondary schools across Indonesia. Qualitative insights were obtained through two separate Focus Group Discussions (FGD) sessions, one involving junior high school (SMP) teachers and another with high school (SMA) teachers, in the cities of Malang and Mataram, Indonesia. The current study unveils a myriad of challenges faced by English teachers in connection with the curriculum. These challenges are ascribed to various factors encompassing insufficient teacher training, limited access to support facilities, reduced self-efficacy levels, inadequate information technology skills, students' diverse backgrounds, financial constraints, limited resources, comprehension and implementation obstacles associated with differentiated learning strategies, and issues related to time allocation and management.
A Review on Synchronous, Asynchronous, and Blended Learning on ELT in Indonesian Context Eka Fajar Rahmani; Riyanti, Dwi; Misieng, Jecky; Sayok, Alexander K
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.v11i1.2326

Abstract

This study analyzes Indonesian EFL teachers' synchronous, asynchronous, and blended learning implementation during the Covid-19 pandemic. Numerous articles have been published this trend. Unfortunately, the early search only found implementation or student/teacher perspectives research. One-article works on other learning modes are preferable. Thus, using PRSIMA's Systematic Literature Review (SLR) design, the researchers chose 32 of 82 related papers from qualified publications approved by SINTA 1, 2, and 3. The study addresses six key points: implementation of the three learning modalities, urban-rural contrasts, most used platforms, students' and teachers' opinions, obstacles they face, and solutions. After COVID-19 broke out, researchers became more interested in these learning modalities, highlighting their importance. This review also analyzes how teachers used digital platforms to engage students throughout synchronous, asynchronous, and blended learning courses. Even though students and teachers faced classroom management, technological issues, platform unfamiliarity, and internet limits, they still liked the learning modes. They liked the modalities' practicality, adaptation, and flexibility, especially for English acquisition. EFL teachers, educators, researchers, and policymakers can use this review to gain a comprehensive understanding of synchronous (virtual real-time activity), asynchronous (learning at different times), and blended learning.

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