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
 27   28   29   30   31 
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.  
Indonesian EFL Learners’ Motivation: An Investigation into Online and Offline Learning in Islamic Higher Education Ningrum, Ary Setya Budhi; Toyyibah
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.v11i2.3522

Abstract

This study investigated the learning motivation of English as a Foreign Language (EFL) learners at an Islamic Higher Education institution in Indonesia, comparing their motivation in both online and offline platforms. This study employed a survey methodology by using questionnaires to collect the data. The participant of the study were 76 students. The selected students were those who have experiences of attending both online and offline classes in order to compare their perspectives. The current study evaluates students' motives encompass factors such as readiness, interest, interaction, engagement and satisfaction across language skills namely speaking, listening, reading, writing, and grammar class. Responses from 76 students, together with their comments and suggestions, were used for data analysis. This study found that majority students are more motivated in offline classes than online ones for spoken language skills and grammar class. Meanwhile, for text-based skill such as reading and writing the students shows a nearly equal distribution between online and offline. One important thing in the teaching and learning process that students feel demotivated in online learning is the interaction aspect. Thus, it is recommended that lecturers improve their interaction competencies for running online classes.
Leveraging Critical Incidents to Enhance In-service Teacher Professional Development: A case study in Temanggung, Central Java Windi Resila, Yesika; Laos Mbato, Concilianus
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.v11i2.3556

Abstract

The continual development of professional teachers is essential for upholding an ideal learning atmosphere for students. Although there were extensive studies on pre-service training and early career development, there is a gap in information regarding how in-service teachers, who have years of experience, continue to enhance their professionalism throughout their careers. In this study, teachers encountered several unexpected and impactful classroom Critical Incidents, which provided significant insights into their professional development. This study aimed to examine the critical incidents faced by practicing teachers and how these experiences shaped their professional identity. It explores how these moments affect their fundamental values, beliefs, and teaching methods. The research investigated the real-life experiences of three Junior High school in-service teachers in Temanggung, Indonesia by using teacher reflections and conducting in-depth interviews. The findings of the interviews with the in-service teachers indicate that students' attitudes towards teachers and their own mental health were associated with a higher frequency of critical incidents in the classroom. The researchers also discovered that critical incidents were far better for their growth compared only to participating in teacher development training, as it provided valuable experience and exposure to real-world situations. This finding had profound implications both in academia and in practical applications. Teacher education programs can enhance their preparation of pre-service teachers by acknowledging the impact of significant incidents. Furthermore, the results can be used to enhance professional development programs for teachers, enabling them to analyze their critical incidents and use these experiences in their development.
A Correlational Study of Language Learning Strategies and Learner Autonomy among Graduate Students in English Education in Indonesia Genti Putri Dwi Redjeki; Widyantoro, Agus
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.v11i2.3569

Abstract

Various studies have highlighted the significance of language learning strategies in enhancing language competence. However, studies specifically examining the correlation between these strategies and learning autonomy are limited, particularly among graduate students in Indonesia. This study seeks to address this gap by examining the correlation between language learning strategies and learning autonomy among graduate students. Using quantitative methods, this study involved a correlation design on 136 graduate English language students at a state university in Indonesia. The instruments used were the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) and the Learner Autonomy (LA) questionnaire developed by Chan and Spratt (2002). The analysis of the data involved descriptive statistics and Pearson product-moment correlation. The results revealed that the majority of graduate students utilized metacognitive strategies more frequently to acquire English skills, and they demonstrated a high level of autonomy. Furthermore, researchers discovered a positive correlation between language learning strategies and learner autonomy. The implications of this study indicate that the use of language learning strategies contributes to supporting learner autonomy. Therefore, it is important for educational institutions and lecturers to design curricula and learning activities that encourage the application of relevant strategies and the development of student autonomy. This not only helps students become more autonomous in the learning process but also improves the effectiveness of English language acquisition among graduate students.
Utilizing TPACK Framework in English Language Instruction for High School Students Wilda Toding, Rufina; Halim, Abd; Abduh, Amirullah; Mahmud, Murni; Halim, Nur Mutmainna; Julianti, Rahmah
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.v11i2.3638

Abstract

This century's learning advancement relies on different information technology mediums. Thus, educators must improve their ICT skills to improve learning and academic performance. There are two main goals of this study: 1) to find out how TPACK is used to teach and learn English in high school; and 2) to find out what problems English teachers run into when they try to use TPACK. The type of study being done is qualitative. Interviews, documentation, and observation were some of the methods used to gather information for this study. This study looks at 34 kids from XII IPA and one English teacher. English teachers' TPACK knowledge comes from how well technology fits with their teaching methods and English subject knowledge. Technology lets the teacher apply several instructional strategies for several learning environments. According to the Merdeka Curriculum, technology allows SMA 13 Makassar students to learn at their own pace and according to their choices. The English teacher utilized Quizizz or Google Classroom to handle assignments and provide timely feedback. Network service variability affects student engagement and learning equity. SMA 13 Makassar students may need help with coursework, internet forums, and extracurricular resources. While TPACK-based teaching depends on online resources, unreliable network connectivity limits availability. English teachers needing digital libraries, web-based platforms, or multimedia materials need consistent internet access. Unreliable access to these tools can interfere with courses requiring live quizzes, direct assessments, or online group projects to help students grasp complex English literature.
An Android-Based Game for Improving Students’ English Literacy in Targeted School of Kampus Mengajar Primasari, Yusniarsi; Supriyono; Widyastuti, Yayuk; Puspita Sari, Hesty
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3673

Abstract

GEMOY (Gleaming English Game for Youth) is an Android-based educational game designed to enhance English literacy among students of Kampus Mengajar program in Trenggalek. This study aims to develop interactive and engaging activities through an Android-based to improve students' literacy levels. Fifty students at the eighth grade in two of junior high schools were equally divided into an experimental group and a control group. Three media validators and three material validators were involved in validating the game. Questionnaires and test were used to collect the data and analyzed using descriptive and Independent T-tests. The findings revealed that the media validation and material validation were valid and the score showed high improvement. The t-value was -51.187. It indicates that there was a significant difference. Based on the result, an important implication of implementing the game in Kampus Mengajar program demonstrates its potential to support educational initiatives and improve students’ literacy competence proven by the significant improvement of the process.
Exploring Studies on Multimodal Literacy in English Learning: A Bibliometric Analysis Christian, Ivan Samuel; Rohmah, Zuliati; Jalaluddin, Ilyana
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.v11i2.3681

Abstract

This study focuses on analyzing the productivity of research in multimodal literacy in English learning by using bibliometric analysis. A total of 345 articles from the Scopus database were retrieved using keyword searches. The bibliometric data were analyzed using Biblioshiny in R and VOSviewer to analyze the most prolific authors, the total number of publications and citations, the publication productivity of each country and the total number of citations per country, the number of publications from affiliations, the number of publications from sources, and the keywords that often appear as material for trend analysis. The results of this study show that Jiang L is the researcher with the biggest number of publications in this field among the most prolific authors. The countries with the most publications and citations are the USA and China. Nanyang Technological University, Michigan State University, and Griffith University are the three highest affiliations that produce publications in this field. In the keyword analysis, it was found that multimodality, literacy, multiliteracies, and digital/media literacies are popular keywords that determine trends and are connected to new keywords such as writing, instructional strategies,  digital multimodal composing, ELL, critical thinking, challenges, curriculum design, drawing, apps, popular cultures and instructional strategies that are emerging in this field.
Investigating the Impact of CALL on EFL Students' Speaking Skills at Islamic Boarding School: A Mix-Method Approach Safira Timur, Nona; Asari, Slamet; Ma'ruf, Nirwanto
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3800

Abstract

This study examines the impact of computer-assisted language learning (CALL) on speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School in Indonesia. A mixed-method approach was employed, with quantitative data collected through pre-tests and post-tests and qualitative data through interviews and observations. Speaking fluency was measured based on speech flow, pace, continuity, naturalness, and intonation, while confidence was measured based on willingness to participate, composure, eye contact, vocal clarity, and engagement. Results revealed significant improvements, with the average fluency score increasing from 55.46 to 75.67 and confidence score from 58.63 to 80.58 after an eight-week CALL intervention. Qualitative findings highlighted that CALL’s interactive features and real-time feedback supported students in improving their pronunciation and reducing speaking anxiety. This study underscores the effectiveness of CALL in enhancing speaking proficiency and fostering learner autonomy, particularly in EFL contexts with limited speaking opportunities. While the findings are promising, future research with larger samples and extended intervention periods is recommended to examine the long-term impacts of CALL. These results advocate for integrating CALL into language education to create more engaging and supportive learning environments that promote fluency and confidence development in EFL learners.
Designing Local Culture-based Canva Narratives to Enhance Reading Skills for Junior High School Students Hardina, Like Trisnawati; Asari, Slamet; Maruf, Nirwanto
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.v11i2.3802

Abstract

The study aimed to develop culturally relevant reading materials for eighth-grade students at one of the state junior schools in Ponorogo, Indonesia, using Canva as a digital platform. The primary objective was to improve students' reading comprehension by integrating local cultural narratives, such as the stories of Reog Ponorogo and Lake Ngebel, into narrative texts. The research employed the ADDIE model to systematically design and implement these materials, with phases including analysis, design, development, implementation, and evaluation. In the Analysis phase, student needs were assessed through questionnaires, revealing that students struggled with narrative structure and found traditional reading materials disengaging. The Design and Development phases involved creating visually engaging, culturally relevant narrative materials using Canva. The materials were then tested in the classroom, where students interacted with the content through reading tasks and quizzes. Findings showed significant improvements in students' engagement and reading comprehension. Over 80% of the participants reported that the materials were more relatable and easier to understand than traditional texts. The study concluded that integrating local culture into reading materials through digital platforms like Canva enhances both student motivation and learning outcomes.
Gamification in a Flipped Classroom Using Articulate Storyline for Junior High School Students’ Vocabulary Mastery Putri Intan Permata, Agustin; Arifani, Yudhi; Asari, Slamet
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3803

Abstract

This study aims to design gamification-based- instructions using articulate storyline in a flipped classroom setting to improve vocabulary mastery of junior high school students and to examine how students’ perspective on this approach compared to traditional methods. The study employs a Research and Development (R&D) methodology, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that there is a significant improvement in students’ vocabulary mastery, with an average gain of 30%, and over 85% of students found the gamified activities significantly more engaging and motivating. The study concludes that using the Articulate Storyline in conjunction with gamification in a flipped classroom environment significantly improves both student engagement and vocabulary mastery. These findings provide not only insightful information that positions gamified learning as a strong substitute for conventional pedagogy but also further advancements in instructional design.

Page 29 of 33 | Total Record : 327

 27   28   29   30   31 

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