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
391 Documents
<![CDATA[English Teaching in Vocational High School: A Need Analysis ]]>
<![CDATA[Mahbub, Moh. Arif]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v5i2.835
<![CDATA[This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.]]>
<![CDATA[Four Square Writing Method as A Technique to Teach Descriptive Writing ]]>
<![CDATA[Muth’im, Abdul]]>;
<![CDATA[Norhasanah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v5i2.580
<![CDATA[The objective of this study was to improve students’ skill in writing descriptive text utilizing Four Square Writing Method (FSWM). Thirty students of Junior High School participated in this classroom action research which took place in two cycles. Two sorts of instruments were used in this study; observation sheet and writing test. While the first was utilized to obtain the data on students’ responses and behavior, the latter was to achieve the data on students’ writing improvement. The implementation of the method in the first cycle was able to increase students’ mean score from 48.82 to 66.05. In the second cycle, more than 70% of the students successfully reached the score greater or equal to 72.95. This shows that the FSWM is one of alternative techniques in teaching descriptive text.]]>
<![CDATA[How Socio-Economic Status Contributes to Parents’ Views on English Teaching For Young Learners ]]>
<![CDATA[Harmanto, Bambang]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v5i2.563
<![CDATA[This study aims at identifying the contribution of parents’ socio-economic status (SES) toward their views on the teaching English for children. A survey technique with questionnaires and interviews was utilized to collect the data from 245 parents as the respondents. SPSS with Predictive Analysis Software (PASW) statistics 18 has been employed to analyze the collected data. Descriptively, the reseacher found that parents with different SES have showed similar beliefs on the importance of English mastery. They made acommitment to keep supporting their children with English. It was also found that although their knowledge on EYL was limited, their views and attitudes were good. Statistically, it showed that parents’ social and economic status either in their education, occupation, or income and their views on EYL were not significantly correlated. It came to the conclusion that parents today have equal vision in preparing their children with good education.]]>
<![CDATA[Inter and Intra-Culture-Based Group Discussion to Promote Learning Autonomy in A Bicultural Class ]]>
<![CDATA[Iftanti, Erna]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i1.1195
<![CDATA[Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. However, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at exploring inter and intra-culture-based group discussion which proved to be able to promote their learning autonomy. This research conducted qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter and intra-culture-based group discussion conducted in and outside classroom settings. This finding can be considered as important insight to create EFL students’ learning autonomy which contributes to prevent them from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved.]]>
<![CDATA[Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment ]]>
<![CDATA[Siregar, Renol Aprico]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i1.1072
<![CDATA[Although Higher-Order Thinking Skill (HOTS) has currently been an ongoing topic of interest among educational researchers, there has been no wide exploration of such notion and its relation to the learning assessment. This instrumental case study aimed to investigate attitudes of Indonesian pre-service English teachers with reference to using HOTS-based test to prepare better assessment. The study was qualitatively conducted to scrutinize the participants’ attitudes on using the HOTS framework in designing more qualified assessment for students. The data were obtained through interview and questionnaire. The total of 10 preservice teachers participating in the study were purposively chosen regarding their familiarity and comprehension with the study issue. The data were analyzed by employing descriptive qualitative data analysis. The result indicated that in spite of some situational restrictions, all of the participants shared their positive attitude towards HOTS principles to be adopted in providing better assessment from the affective, behavioral and cognitive points of view due to some influencing factors. More researches on the area of HOTS and its implementation on the area of assessment were also expected to furnish more contributive information in this issue.]]>
<![CDATA[The Quest of Self-Directed Learning of Adult EFL Learners In Indonesian Higher Education Context ]]>
<![CDATA[Dewi, Nita Sari Narulita]]>;
<![CDATA[Marlina, Neni]]>;
<![CDATA[Supriyono, Yusup]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i1.1123
<![CDATA[This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, selfmonitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since selfdirected learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.]]>
<![CDATA[Other-Initiated Self-Repairs in Student-Student Interaction: The Frequency of Occurrence and Mechanism ]]>
<![CDATA[Putry, Denanda Pratiwi]]>;
<![CDATA[Munir, Ahmad]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i1.1087
<![CDATA[The current study is intended to explore the typology of other-initiated self-repair in term of its frequency of occurrence and to investigate the mechanism of self-repair in an academic setting. To obtain the required data, a classroom conversational analysis was conducted in which the researchers observed a group of graduate students (19 active EFL speakers) in a state university in East Java, Indonesia. Based on the qualitative data analysis, the results of the study revealed that all typologies of other-initiated selfrepair were used depending on the aims the interlocutors try to gain since all typologies have diverse aims and ways. Of all typologies, confirming checks were dominantly used by the participants. Regarding the mechanisms, three types of mechanisms were found; full two-cycle repair, background check, and short-cut repair sequence.]]>
<![CDATA[Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL ]]>
<![CDATA[Prasandha, Diyamon]]>;
<![CDATA[Aniq, Lailatun Nurul]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v10i1.434
<![CDATA[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.]]>
<![CDATA[Tripartite Analysis of Empowering Indicators to Student Engagement: Informing A Conceptual Framework ]]>
<![CDATA[Yan, Li]]>;
<![CDATA[Singh, Charanjit Kaur Swaran]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v10i2.698
<![CDATA[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.]]>
<![CDATA[Contextualizing EFL Learners’ Proficiency in Using English Collocations ]]>
<![CDATA[Sipayung, Rohdearni Wati]]>;
<![CDATA[Saragih, Erikson]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v10i1.700
<![CDATA[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.]]>
