cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Chothibul Umam
Contact Email
chothib99@gmail.com
Phone
+628563454026
Journal Mail Official
jeels.stainkdr@gmail.com
Editorial Address
Tadris Bahasa Inggris, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Kota Kediri, Provinsi Jawa Timur, Indonesia Jl. Sunan Ampel 07 Ngronggo Kediri
Location
Kota kediri,
Jawa timur
INDONESIA
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
 22   23   24   25   26 
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.  
The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills Parlindungan, Firman; Mursyidin; Kurniasih; Rahmatillah, Refanja; Nuthihar, Rahmad; Oussou, Said
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.788

Abstract

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
The Use of Flipgrid in Improving Secondary School Teachers’ Motivation and Confidence in Speaking English Rosita, Eva; Halimi, Sisilia
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.842

Abstract

This case study sought to determine the effectiveness of Flipgrid in enhancing the speaking abilities of 20 secondary school teachers representing a variety of subject disciplines. After recording three video monologues and writing reflective journals about their practice experience, all participants responded to questionnaire and interview to express how Flipgrid affected their motivation and self-confidence in speaking English along with their perception of the platform. The interview data was analyzed using Nvivo software by utilizing In Vivo coding. Then, the analysis result was triangulated with the questionnaire. It was concluded that Flipgrid was suitable for participants with English basic proficiency. It also assisted those with intermediate and advanced levels to practice speaking English independently. All participants were motivated due to the excitement, enjoyment, challenge, and self-assurance to speak more effectively. It affected their confidence because their pronunciation, vocabulary, fluency, and grammar improved. Despite minor obstacles in operating Flipgrid, it was considered effective due to its accessibility, helpfulness, and friendliness. This research revealed that using Flipgrid and combining it with face-to-face learning would be a good way to practice speaking English and in future studies, the efficacy of these two strategies would be worth investigated.
Exploring Computer Science Students’ Skill In Translating Technology and Computer Terminologies Nida, Faridatun; Jiguang, Jiang; Azizah, Sindhy Nur
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.852

Abstract

This research explores the skill of computer-science students in translating technology and computer terminologies. It is a mixture of qualitative and quantitative. The data is collected by a survey. The participants are students of Amikom Purwokerto University. The analysis is executed using the Molina-Albir theory of translation techniques. It is then continued by evaluating the type of equivalency using theory from Kade. The result shows that the students' skill in translation varies. The techniques applied help the students to deliver the meaning from the source text to the target text. Unfortunately, only a half of the whole data reaches the total equivalence because of its changes in the form. Hence, the finding confirms that background knowledge of the participants in technology and computer science is provenly helpful to deliver and interpret the meaning. It also arisen an assumption that the combination of their knowledge and linguistics considerably can help the students in establishing the equivalency. Therefore, it is expected that the findings of the research give the novelty to the translation studies and also for the lecture in giving the lesson and activity for English and translation class because it is beneficial and gives contribution to solve the-real-world challenges.
EFL Students’ Learning Engagement in The Post Pandemic Era Khaerani, Nadya Shifa; Lintangsari, Alies Poetri; Gayatri, Putri
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.869

Abstract

The Indonesian government implemented online learning during the pandemic due to the spread of Covid-19.  Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.
Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation Iftanti, Erna; Madayani, Nany Soengkono; Sherif , Nada Mohsen Said Ali
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.958

Abstract

This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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
Indonesian EFL Teachers' Identity Construction in a Global Englishes Era Ubaidillah, M. Faruq; Elfiyanto, Sonny; Rifiyani, Andri Jamaul; Lee, Huan Yik
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.1082

Abstract

Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.

Page 24 of 33 | Total Record : 327

 22   23   24   25   26 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2025): JEELS November 2025 Vol. 12 No. 1 (2025): JEELS May 2025 Vol. 11 No. 2 (2024): JEELS November 2024 Vol. 11 No. 1 (2024): JEELS May 2024 Vol. 10 No. 2 (2023): JEELS November 2023 Vol. 10 No. 1 (2023): JEELS May 2023 Vol. 9 No. 2 (2022): JEELS November 2022 Vol. 9 No. 1 (2022): JEELS May 2022 Vol. 8 No. 2 (2021): JEELS November 2021 Vol. 8 No. 1 (2021): JEELS May 2021 Vol. 7 No. 2 (2020): JEELS November 2020 Vol. 7 No. 1 (2020): JEELS May 2020 Vol. 6 No. 2 (2019): JEELS November 2019 Vol. 6 No. 1 (2019): JEELS May 2019 Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) Vol. 5 No. 1 (2018): JEELS May 2018 Vol. 4 No. 2 (2017): JEELS November 2017 Vol. 4 No. 1 (2017): JEELS May 2017 Vol. 3 No. 2 (2016): JEELS November 2016 Vol. 3 No. 1 (2016): JEELS May 2016 Vol. 2 No. 2 (2015): JEELS November 2015 Vol. 2 No. 1 (2015): JEELS May 2015 Vol. 1 No. 1 (2014): JEELS November 2014 More Issue