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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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EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design Apoko, Tri Wintolo; Chong, Su Li
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.v11i1.2656

Abstract

EFL students should consider writing motivation in a blended learning (BL) framework. Previous studies have discussed findings related to whether motivations can make students write essays better. Few studies have examined descriptive essay learning motivation in BL design. This study examined EFL students' learning motivation on descriptive essays in BL designs and their perceptions on essay writing motivation. The respondents were 32 EFL students in one reputable private university in Jakarta, Indonesia. This study was a correlational survey. The data was collected using a Likert-scale questionnaire and a descriptive essay writing test with a scoring rubric developed by Oshima & Hogue (2006). The result showed that there was a positive and significant contribution of learning motivation on descriptive essay in a BL design. It also showed that learning motivation contributed 12.9% to the students’ descriptive essay writing skill. In addition, most students felt happy to practice writing in a BL design. Thus, it is inferred that EFL students could perform their essay writing quality in a BL design when they had strong learning motivation which included the intrinsic and extrinsic domains.
Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs: Khoiriyah; Widiati, Utami; Cahyono, Bambang Yudi; Rachmajanti, Sri
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.v11i1.2659

Abstract

This paper presents the online teaching practice program that influence EFL pre-service teachers’ (PSTs) emotional experiences as the pre-cursor of their professional identity construction. This study involved six   PSTs enrolled teaching practice program in an initial teacher education. Dialogic reflection before, during, and after teaching enactment was employed to dig up information about their emotional experiences in an online classroom setting. The data were analyzed using appraisal analysis (Martin and White, 2007) and thematic analysis. The results document negative emotional experiences such as feeling dissatisfaction, doubtful, and confusion which lead to positive emotional experiences, such as caring. Factors that influence PS Ts’ emotional experiences in online teaching practice are lack of Curriculum Knowledge (CrK), lack of subject-matter knowledge or Content Knowledge (CK), and lack of Pedagogical Knowledge (PK) in terms of assessing students’ competence, and the interlink between theory and practice. All PS Ts develop a good understanding of how to exploit technological tools by encouraging their self-concept. This study substantiates the importance of shared-space coaching for teacher mentors before they become an escort for PSTs who are going to be professional teacher mentors.
The Local Wisdom Story to Teach Extensive Reading on Fiction Damayanti, Astried; Basuki, Yudi; Hartiningsari, Dwi Putri
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.v11i1.2660

Abstract

The research is intended to apply local wisdom story in reading learning. Local wisdom nowadays is one of recommended material to teach many subjects such as in reading subject. The research was conducted for third semester students of English Language Education Study Program of STKIP PGRI Trenggalek who were joining Extensive Reading on Fiction. Local wisdom story was used as material in learning. Qualitative research was used in the research. The students were assigned to comprehend the local wisdom story and analyzed it based on several components, such as the point of view, character’s traits, the role of each character and character based on the function and types. To know the students’ responses, questionnaire about the implementation of local wisdom story was distributed. The result of questionnaire showed that the student gave good and positive responses about the implementation of local wisdom story in learning Extensive Reading on Fiction class. They stated that the story given was interesting and attracted them to analyze some components of it.
The Epic X Camp Trainees’ Perceptions of Their Pedagogical Competence in Teaching English Sulistyani, Yulin; Julian, Andi; Putri Safana, Iftinan Rose; Kencana, Nazelya Puspita
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2666

Abstract

This study aimed to know the Epic X camp trainees' perceptions of their pedagogical competence in English teaching before and after the training. The researchers analyzed the pedagogical competence concept by using Voss et al. (2011). The instruments of this study were interviews and observations of 30 trainees from the American Corner Epic X camp 2024 held by the U.S. Embassy's Regional English Language Office (RELO). They consisted of preservice teachers, in-service teachers, and postgraduate students. The result showed that the participants had positive perceptions of the practice and a better understanding of the components of pedagogical competence in terms of the lesson plan, teaching strategy, teaching method, and the most visible classroom management. The positive perception was proven by the personal interview with the participants after and before the Epic X camp program and observation during micro-teaching in Epic X camp activities. This positive perception was in line with the purpose of the Epic X camp program which empowers trainees in their competence in teaching English. The researchers recommend that such a program be implemented for English teachers in Indonesia.
Translanguaging in Academic Writing Classroom: A Case Study of EFL Pre-Service Teachers' Perception Yolanda, Ika Yasyinta Nindy; Setyaningsih, Endang; Drajati, Nur Arifah
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.v11i1.2670

Abstract

This case study explores the perceptions of translanguaging in the academic writing process of pre-service teachers. Drawing upon the theories of forms translanguaging (Baynham & Lee, 2019; Garcia & Lin, 2016; Hua & Wei, 2022) and the stages of writing proposed by Hyland (2003), this research delves into how pre-service teachers perceive and utilize translanguaging in their writing. The study integrates observations, interviews, and artifact analysis involving pre-service teachers to understand their engagement with translanguaging as both a communicative and pedagogical strategy. The findings show that pre-service teachers not only view translanguaging as a method for effective communication but also as a crucial tool for enhancing their engagement with academic content, particularly in the stages of topic selection, pre-writing, writing, and feedback. In addition, the significant use of translation, code-mixing, and code-switching underscores their linguistic adaptability in a multilingual academic context. This research contributes to the academic discourse by providing insights into the role of translanguaging in the academic writing process and its implications for future teaching practices.
From International Experience to Intercultural Competence: Indonesian EFL Teachers' Reflection Fitriyah, Ulil; Utami Widiati; Yazid Basthomi; Anik Nunuk Wulyani
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.v11i1.2679

Abstract

Current developments in English Language Teaching (ELT) have heightened the urgent need for intercultural competence as another essential skill in contemporary language education. Today’s EFL teachers are required to possess intercultural competencies to effectively assist students in raising their intercultural awareness. This study aims to examine teachers’ international experiences regarding the development of their intercultural competence, utilizing the developmental model of intercultural sensitivity (DMIS) proposed by Bennett (1986, 2017) as the framework. Through the application of a multiple narrative approach, we analyzed the stories of two higher education teachers, collected via document study and three-cycle interviews. The results demonstrate the complexities of teachers’ intercultural competence development and highlight an important aspect: one’s intercultural progression, as they may flexibly alter based on the situation and condition faced at a given moment.
Predicting EFL Learners’ Self-Regulated Learning through Technology Acceptance Model: - Supriyono, Yusup; Ivone, Francisca Maria; Heryadi, Dedi; Beduya, Lorna; Valencia, Luis Luigi Eugenio A.
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.v11i1.2701

Abstract

The purpose of this study is to assess the perceived usefulness of technology (PUT), internet self-efficacy (ISE), and perceived ease of use of technology (PEUT), and self-regulated learning (SRL) of EFL student teachers who participated in technology-mediated English learning environment. After obtaining and validating the questionnaire adapted from several relevant sources, an online survey was conducted to 363 third- and fourth-year student teachers of the English education department in Indonesian universities who met the required criteria. SEM was performed to test three hypotheses about the causal relationship between variables. Due to the hypotheses tested, it is revealed that ISE and PEUT have a partially positive and significant effect on SRL, while PUT has a positive but insignificant effect on SRL. Additionally, it is determined that the exogenous variables (PEUT) is the most influential variable on the endogenous variables (SRL). These findings are expected to add to a body of knowledge, particularly in the development of learning autonomy in teacher education, and that ISE and PEUT, in particular, should be considered as important predictors of SRL in technological English learning setting.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.  
Efforts to Increase Self-Efficacy and Reduce Anxiety towards Learning Motivation through English Speaking Skills Rindi, Rindika Pramadanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2789

Abstract

This research aims to find out how self-efficacy influences students and reduces anxiety about speaking English so that it can increase learning motivation in students' speaking English skills at ASA Indonesia University. Speaking English is a challenge that is considered difficult due to a lack of self-efficacy and lack of motivation to learn, which causes anxiety in speaking English. Therefore, it is necessary to see what strategies lecturers use and how to increase self-efficacy in understanding motivation and reduce feelings of anxiety in speaking English. Several studies have examined learning motivation in improving English speaking skills. The respondents were 136 students at one of the leading private universities in Jakarta, Indonesia. The data collection method uses a questionnaire processed using SEM PLS version 3.2.9. This research found that several variables positively affected motivation to learn English, such as self-efficacy and anxiety in speaking English. Additionally, several variables can directly influence positive values ​​on English-speaking skills, such as self-efficacy and learning motivation, and negative values ​​on English-speaking skills, such as anxiety in speaking English. Apart from that, there is a direct positive influence on several variables that can influence English speaking skills through controlling learning motivation, including self-efficacy and anxiety in speaking English.

Page 27 of 33 | Total Record : 327

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