JEELS (Journal of English Education and Linguistics Studies)
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
Articles
327 Documents
<![CDATA[Developing Reading Material for Elementary Students in Tourism Area by Inserting Local Culture ]]>
<![CDATA[Kusuma, I Putu Indra]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 1 (2016): JEELS May 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v3i1.176
<![CDATA[This research and development (R&D) aimed at 1) developing reading material for the fifth grade students of elementary schools in tourism area, and (2) investigating the quality of the material developed. To gather the data, this study used scoring rubric, questionnaires, observation sheets, interview guide, and test. This study used the development model proposed by Sugiyono (2011) and was developed based on the characteristics of good reading material proposed by Tomlinson (1998). The results showed that (1) reading material was developed by involving some of local contents and (2) reading material had high validity and practicality and was proven to be effective. It then can be concluded that to make good quality of a reading material, the development of it should involve local content and should be based on the criteria of good material.]]>
<![CDATA[Teaching Proficiency through Reading and Storytelling (TPRS) as a Technique to Foster Students’ Speaking Skill ]]>
<![CDATA[Muzammil, Lasim]]>;
<![CDATA[Andy]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i1.329
<![CDATA[Teaching Proficiency through Reading and Storytelling (TPRS) is quite essential to improve EFL learners’ speaking ability. It can be done successfully by means of the basic concept of TPRS known as comprehensible input in second language acquisition (SLA). This paper presents a study on learners’ speaking ability through TPRS making use of three important steps; Showing, Telling, and Reading. This is a quantitative study using quasi-experimental as the two intact groups are used; experimental and control group. The data are obtained from pre-test, post-test and questionnaires viewed from both students’ and teachers’ perspective. The data from pre-test and post-test are analyzed by using independent sample t-test. The experimental and control are ascertained to be homogenous in term of English performance from the pre-test analysis. The post-test are carried out from both groups after the treatment and the the result of the test are compared in order to prove if the null hypothesis is rejected indicating that there is significant difference performance between the two groups. The result of the study is expected to be beneficial for English teachers, EFL learners, and further researchers.]]>
<![CDATA[Teaching Writing Skill through Collaborative Writing Technique: From Theory to Practice ]]>
<![CDATA[Supiani]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i1.330
<![CDATA[Based on the school based curriculum states that the teaching of writing skill is aimed at enabling students to master the functional and monologue texts in the form of genres. However, previous studies revealed that Indonesian students still have problems in learning it because writing itself involves aspects of grammatical form, choice of words, generating and organizing the ideas into coherent and logically ordered. Those have become a hard challenge for many students in Indonesia. To overcome this, collaborative writing technique is one of writing techniques to help students learn and develop their writing. This article discusses it from both theoretical perspective and pedagogical procedures for teaching writing of collaborative writing technique.]]>
<![CDATA[Intelligence Quotient (IQ) as a Predictor of Reading Comprehension and Writing Achievement of EFL Learners ]]>
<![CDATA[Ningrum, Ary Setya B.]]>;
<![CDATA[Wibowo , Rohmat Agung]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i1.331
<![CDATA[This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students' reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement.]]>
<![CDATA[Critical Analysis on the Contribution Made by Qualitative Research to English Language Teaching ]]>
<![CDATA[Elmiana, Dewi Satria]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i1.332
<![CDATA[The primary objective of this paper is to assert the contribution of qualitative research in ELT. This paper has presented qualitative theories and features advantages and limitations, the criteria of good qualitative research, and analysis of two articles based on Tracy‟s model. The analysis result showed that both articles have some limitations such as the uncovering of potential resources and perspectives on how effective extensive reading programs should be implemented in tertiary education in Indonesia. However, most of the criteria that Tracy established were found in these articles, such as relevance of the area of study, timeliness and significance; sufficient, abundant, appropriate and complex use of theoretical constructs, as well as data collection and analysis processes.]]>
<![CDATA[An Analysis on Writing Anxiety of Indonesian EFL College Learners ]]>
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Umam, M. Khotibul]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i1.333
<![CDATA[This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester participated in this study. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. The findings revealed that 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% experienced low level of writing anxiety. The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. Then there are four main factors that cause writing anxiety. They are linguistic difficulties, fear of teachers’ negative comments, insufficient writing practice, and time pressure.]]>
<![CDATA[English Teachers’ Questions in A Vietnamese High School Reading Classroom ]]>
<![CDATA[Phuong, Yen Hoang]]>;
<![CDATA[Nguyen, Lam Giang Thi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i2.353
<![CDATA[Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking.]]>
<![CDATA[Argumentative Statements in The 2016 Presidential Debates Of The U.S: A Critical Discourse Analysis ]]>
<![CDATA[Khoirunisa, Andini]]>;
<![CDATA[Indah, Rohmani Nur]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i2.347
<![CDATA[This study investigates the argumentative statements of Hillary Clinton and Donald Trump during the debates. By employing two theories, Van Dijk's Critical Discourse Analysis (CDA) and Toulmin's model of argument, it aims to expose how various ideologies are expressed in the structure of arguments. It uses Toulmin (2003) model of argument to analyze the structures of argumentation during the debates constituting six elements (i.e. claim, data, warrant, backing, qualifier, and rebuttal). While Van Dijk’s framework covering three levels of discourse structure (the meaning, the argumentation and the rhetoric) is used to analyze the reproduction of racism, manipulation, and Islamophobia. The result indicates the discourse of the candidates contributes the reproduction of manipulation by focusing on the positive self-presentation of “us” (civilized) and negative other-presentationof “them” (terrorists) as a mind control of the audience.]]>
<![CDATA[Challenges in Writing Academic Papers for International Publication Among Indonesian Graduates Students ]]>
<![CDATA[Azizah, Umu Arifatul]]>;
<![CDATA[Budiman, Asep]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i2.405
<![CDATA[The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students‟ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university‟s support to prepare students‟ writing. Finally, some suggestions related to students‟ problem in writing for international publicationare are offered.]]>
<![CDATA[Developing English Materials for Efl Learners at Islamic Junior High School ]]>
<![CDATA[Syafi’i, Muhammad Lukman]]>;
<![CDATA[Gestanti, Rohfin Andria]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v4i2.339
<![CDATA[The purpose of this research was to develop an EFL course book for the first semester learners at the Islamic junior high school in Indonesia. The material development includes some procedures of need analysis, material development, expert validation, material revision, try-out and final revision. Based on the results of questionnaires distributed to 106-second graders, the interviews done to the teachers and field notes taken from a document of the syllabus, this research revealed that most of the students and English teachers require English instructional materials embracing religious and general knowledge. After validated by the experts and tried-out to the students, this research finally produced English materials that were supplemented by a teacher‟s guide, student‟s worksheets and a CD containing listening materials.]]>
