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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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Learning Strategies Used by ESL Students in Learning English at Capiz National High School, Philippines Hardiyanto, Asep; Nastika MN, Ovalia; Eslabon, Marica Nilda A.; Suprapto, Irawan
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.v11i1.2723

Abstract

Learning strategies encompass deliberate techniques and methods employed by individuals to optimize their acquisition and comprehension of information or skills. Among the categories of language learning strategies frequently utilized are memory, cognitive, compensatory, metacognitive, affective, and social strategies, all of which serve as valuable tools for enhancing language acquisition efficiency. Consequently, this study aims to assess the utilization level of language learning strategies, determining the extent to which students employ these strategies, and identifying the most and least utilized strategies in learning English. For data collection, this research adopted Oxford's Strategy Inventory Language Learning (SILL) questionnaire version 7.0. Employing quantitative descriptive methods, data were gathered from 42 Capiz National High School ESL students. The findings revealed a tendency among students to utilize strategies in their English learning endeavors, with cognitive strategies being the most frequently employed and affective strategies being the least used. These results underscore the importance for ESL teachers to tailor teaching methods, materials, and activities to align with students' preferred strategies, thereby supporting language learning effectively. Additionally, future studies are recommended to utilize larger and more diverse samples to further explore the relationships between learning strategies and other variables in greater depth.
Utilizing TikTok Vlogs to Effectively Boost Young Learners' Speaking Proficiency Muzammil, Lasim; Liskinasih, Ayu; Diftu, Syafadillah Wanodya Ayu
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.v11i1.2735

Abstract

Mastering speaking skills poses a challenge for young learners, prompting the search for innovative solutions such as using educational tools. This study explores the impact of TikTok vlogs on the speaking skills of young learners, considering its potential as an educational tool. This study was conducted at one elementary school in Indonesia where the proficiency in speaking skills remained low. Participants of the present study were taken from 54 fourth-grade elementary students and the research utilized pre-test and post-test data analyzed through SPSS 21.00 using an Independent Sample t-test and N-Gain Test. The post-test data showed a significant result since the significance value of the post-test was 0.000 less than the significance level, 0.005, and this made the null hypothesis rejected. The N-gain score further confirmed its effectiveness, with a value of 58.76, compared to the control class's 18.42. These results highlight TikTok Vlog's positive impact, showcasing its potential in modern language education and advocating for its integration into teaching practices. Such compelling outcomes underscore the promising implications of integrating TikTok vlogs in language education, signaling a need for its broader implementation to bolster young learners' speaking skills in educational settings.  
Booksnaps or Ms Word? Which One Is Better in Developing Reading Comprehension across Critical-Creative Thinking Levels Yohana, Elva; Cahyono, Bambang Yudi; Suryati, Nunung; Astuti, Utari Praba
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2791

Abstract

The study investigates which of the two summary writing techniques (one using BookSnaps and the other using MS-Word) affects reading comprehension performance better than the other.  It also examines whether or not level of critical-creative thinking skills affects the results. This study used a causal-comparative design. Two groups of students were involved in this study and after the treatment they were tested on their reading comprehension performance across critical-creative thinking skill levels. The results showed that the reading comprehension performance of the two groups of students were not different significantly regardless of the summary writing techniques used. The results also showed that students with high level of critical-creative thinking skill outperformed the students with low critical-creative thinking skill in each of the two groups. This implies that teachers might use either BookSnaps or MS- Word to train the students in summary writing. However, when dealing with students with low critical-creative thinking level, the teachers might give more time in the process of summary writing or give assistance to students who need it when applying either BookSnaps of MS-Word.
How Do International EFL Textbooks Teach Moral Values to Indonesian Primary School Students? Yonalia, Salma; Djatmika, Djatmika; Ngadiso, Ngadiso
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2853

Abstract

 Studies of the representation of moral values in English textbooks in Indonesia have developed in recent years. However, there is still little research that reveals the use of speech acts to represent moral values through sayings presented in elementary school students' textbooks. This research investigates the representation of moral values depicted through sayings in international English textbooks for elementary schools in classes 2 and 6 in Indonesia. By adopting Searle's (1969) speech act theory, this qualitative research explains that the representation of moral values is only found in oral texts. The data were analyzed by applying several steps from Krippendoff (2004). The findings of this research indicate that responsibility and kindness are the dominant moral values depicted in two English language textbooks for elementary schools in Indonesia. This research implies that teachers and textbook writers should provide students with more examples of moral values, especially those related to daily life communication both at school and in the family.
Sophomore Students’ Voice of Web-Based Learning English. Butarbutar, Ranta; Sauhenda, Angla Florensy; Arfiani, Arfiani; Pure, Ermelinda Agnes Gunu
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2930

Abstract

The present study aims to bridge the gaps between limited Web-based Learning English (WBLE) focused on speaking ability enhancement and sophomore multilevel speaking students' perceptions and to design a qualitative narrative study using seven sophomore university students aged 20-24 years old. Students were chosen through purposive sampling and used mobile phones and personal computers for learning purposes. The results demonstrated the use of web-based language learning to encourage students to speak English as a Foreign Language. The students used two WBLE techniques, online and offline, both on- and off-campus. They accessed five recommended WBLE: British Broadcasting Corporation, PhraseMix, VOA Learning English, British Council, and TalkEnglish. Students used online WBLE to attend blended lectures agreed upon by their teachers. This study highlights the potential of WBLE to improve speaking skills among sophomore-level students, emphasizing the need for further research and development in this field.
Learners Engagement in Online Teacher Professional Development: Scale Development and Validation Taloko, Johanes L.; Rachmajanti, Sri; Maria Ivone, Francisca
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2966

Abstract

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method,   involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.
The Influence of Peer Corrective Feedback (PCF) on Students' Writing Skills in Hortatory Exposition Text Gaffar, Muhammad Andriana; Fadilah, Dinda Fadilah; Nopita, Diana
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3364

Abstract

This study aims to determine the influence of peer corrective feedback (PCF) treatment on students' writing skills in the hortatory exposition text of grade XI in the second semester of vocational high school. This research used a quasi-experiment with a non-equivalent pre-test and post-test control group design. The data were collected from forty-three students from the experimental and control groups through observation, tests including pre-test and post-test, and treatment through feedback responses and PCF form for the experimental class. The data were analyzed by using a paired sample t-test to compare the writing skills in each of the two classes, and an independent sample t-test to determine the influence of peer corrective feedback on students’ writing skills. The paired sample t-test indicated a significant difference in writing skills between both classes. The independent sample t-test showed that peer corrective feedback positively influenced students' writing, helping with the correction and revision process, as a result, it is improving their hortatory exposition writing skills. It also enhanced their learning experience and motivation in the classroom as it was supported by more interactive and communicative learning through a collaborative learning environment.
The Correlation Between Teachers' Emotional Intelligence and Students' Learning Engagement in EFL Class Satya Gumelar, Wahyu; Fitri Wulandari, Sri; Sucia Lestari, Tyara; Ruswandi, Riki
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3377

Abstract

The study aims to determine teachers’ emotional intelligence levels based on student perspectives and is supported by principal assessments. Besides, the research aims to identify the extent of learners’ engagement and assess if there is any connection between the emotional intelligence of teachers and learning engagement in EFL classes for students. The research population included students and principals of Madrasah Aliyah 5 Garut. For this study, a sample that involved 60 students was selected using disproportional stratified random sampling techniques from class X (n=30) and class XI (n=30). To collect data, the writers used a questionnaire that evaluated variables such as teachers’ emotional intelligence and students’ learning engagement in EFL classes. The descriptive analysis method was used to analyze data, while Pearson Product Moment with SPSS 22.0 for Windows was used for bivariate analysis. The research findings suggest that the emotional intelligence level of teachers is medium from the student's point of view with an average score of 10.07, while from the principal's assessment, it is high scoring an average of 12.2. There was a moderate level of students’ learning engagement, with a mean score of 12.46. Hypothesis analysis also found that there is a positive and significant relationship between teacher emotional intelligence and student learning engagement with a fairly strong correlation level. It can be concluded that teachers need to increase their emotional intelligence so that student learning engagement in EFL classes increases.
Unveiling Gender Portrayals in Indonesian EFL textbooks: A Critical Discourse Analysis Susanto, Susanto; Chojimah, Nurul
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3475

Abstract

This study aims to describe the representation of genders in five Indonesian EFL textbooks published by Erlangga Publishing and unveil the ideology and attitudes behind the image of genders. The methods of critical discourse analysis (CDA) proposed by Van Dijk, which comprise discourse, social cognition, and discourse and society, are used to unveil the patterns of gender portrayal and the attitudes behind it. Data for this study are the human images in five Indonesian EFL textbooks published by Erlangga Publishing. This study reveals that in terms of frequency, women are more dominant than men; women’s images appear more frequently than men's. In dealing with other aspects under study, men and women are depicted symmetrically. The symmetrical representation between men and women suggests the attitude and ideology of gender equality the authors uphold.  
Errors Made by The Presenters of Thesis Proposal Seminar in English Study Program Aziz, Jalal Abdul
JEELS (Journal of English Education and Linguistics Studies) Vol. 1 No. 1 (2014): JEELS November 2014
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v1i1.32

Abstract

This study is aimed to find out the types of errors made by the presenters of thesis proposal seminar based on Communicative Effect Taxonomy and to find out whether or not global errors of Communicative Effect Taxonomy made by the presenters of thesis proposal seminar significantly hinder communication between the presenters and the audiences. This study used qualitative approach since the data of this study was taken from 4 students' presentations which were in the form of words rather than number and statistic. This study revealed that there were 188 errors committed by the students in which 179 and 9 erroneous utterances fall under local error and global error respectively. The local errors consist of 45 lexical errors, 93 morphological errors, and 41 syntactical errors. The global errors consist of 2 wrong order of major constituents, 1 missing, wrong, or misplaced sentence connectors, 1 missing, wrong, or misplaced sentence connectors, and 5 uncategorized global errors. As for the effect of global error to the audience, the writer found out that the global errors did not significantly hinder communication to the audience.

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