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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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Digital Literacy Development of Undergraduate Students for Society 5.0: Pedagogical Implication for Language and Science Education Madayani, Nany Soengkono; Iftanti, Erna; Ningrum, Ary Setya Budhi
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.v12i1.3813

Abstract

This study was conducted in response to the fast advancement of technology which affects the students’ need for digital literacy skills in facing Society 5.0. This article examined the digital literacy development and factors affecting students’ digital skills in the Language and Science Departments of a state Islamic university in Tulungagung, Indonesia. Twelve subjects selected from the survey test of 174 students indicated having a good portrait of digital literacy skills. They were then interviewed in depth. The data were thematically analyzed by adopting a systemic perspective in two different qualitative approaches: cross-checking and linking data from interviews with the data obtained from observation. The results of this study demonstrated that good digital literacy skills are developed from internal factors like strong curiosity towards digital technology, individual desires, and educational needs for digital, students’ preference for digitalization, and keeping up to date through using digital technology. External factors like the student’s environment and lifestyle also contributed to good digital literacy development. This can be pedagogically implemented in teaching language and sciences such as building college OLABS, digital college system, digital-based learning, and digital-based competitions. These proposed instructional programs need further investigation to assess their effectiveness.
The Effectiveness of TOEFL Program on the Students' English Proficiency: A Case of an Indonesian University Dalimunte, Ahmad Amin; Somanawattana , Chanata; Siregar, Deasy Yunita
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.v12i1.3970

Abstract

Having sufficient English language ability is considered important for university students to begin their undergraduate studies. English serves as one of the principal working languages in ASEAN nations, necessitating that ASEAN students complete an English test from graduation.  This mandate would positively influence education, tourism, commerce, and investment in ASEAN regions. The present study was to measure the effect of the TOEFL preparation program on the English language proficiency of Islamic economics and business students in Indonesia. Using one group pre-test and post-test design, an experimental group consisting of 20 students was randomly selected from 50 students majoring in various Islamic economic and business programs in the first year. The experimental group were intensively taught and learned TOEFL preparation materials using a wide range of teaching and learning strategies and activities. Their ability was measured prior to and after the teaching intervention. The results of statistical measurement using t-test indicate a significant difference between the students mean score of both the pre-test and the post-test. Thus, this one group pre-test and post-test study served as an experiment to enhance students’ English language proficiency, particularly their listening, reading, and grammar mastery, respectively. The findings of the present study provide new insights for teachers and educational institutions in developing effective TOEFL preparation programs to improve students' English skills in various educational institutions.
Digital Multimodal Literacy Model of English Language Education in Indonesian Higher Education Sahiruddin; Sudarwati, Emy; Lestari, Ida Puji; Daniswara, Royhan Abdiel
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.2612

Abstract

This research aims to (1) examine student and lecturer perceptions regarding the importance of digital multimodal literacy, and (2) to find out best practices of integrating digital multimodal literacy in teaching English language skills. This research involved sixty students and 7 lecturers from two study programs in 2 universities who used to apply multimodal texts in developing multiliteracy at an Indonesian tertiary level. This research design incorporated both quantitative and qualitative involving a survey and focus group discussion approach. The study reveals that students and lecturers had a very good perception of the utilization of digital multimodality in in teaching English language skills. Several best practices of Digital Multimodal literacy in in in teaching English language skills is also identified.
The Effect of Webcomics as Media on Students' Writing Achievement in Narrative Text Utami, R. A. Tri Ratu; Hamzah, Hamzah
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.v12i1.2903

Abstract

Webcomics, a unique form of comics disseminated exclusively through internet platforms, have garnered attention for their interactive nature and potential to enhance student engagement. This experimental study aimed to investigate the effect of utilizing webcomics on eighth-grade students' writing achievement compared to traditional methods. The study employed an experimental design with an experimental group exposed to webcomics and a control group taught through non-webcomics. The sample comprised 8.3 as the experimental class and 8.4 as the control class. Placement test and post-tests, including placement tests and post-test assessments, were administered to measure writing proficiency. Statistical analysis, specifically independent sample t-tests, revealed a significant difference in writing achievement between the experimental and control groups (p = 0.006), indicating the effectiveness of webcomics in enhancing students' narrative writing skills. This finding underscores the importance of innovative pedagogical approaches in fostering student success and highlights the evolving landscape of education. Webcomics emerge as a promising tool for educators seeking to promote meaningful learning experiences and engage students in narrative text writing. Keywords: Webcomics, media in writing, writing achievement, narrative text, genre-based approach
Fusion of ICT and Differentiated Instruction in Developing Lesson Plan: Boosting EFL Learners Hortatory Text Mastery Al Fiqri, Fahmi; Yuliati; Sri Wahyuni
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.v12i1.2906

Abstract

Students and teachers' need for familiarity with the fusion of technology-based and differentiated lesson planning contributes to challenges for recent education. The goal of the project is to make language learning more successful by meeting the demands of teachers in terms of lesson plan development, implementing differentiated instruction, and using information and communication technology. This research employs five steps of research and development methods: 1) the preliminary research stage, 2) the development stage, 3) the expert validation stage, 4) the testing stage, and 5) the dissemination stage. The study involved 22 senior high school students, an English teacher, and a lesson plan validator expert. The results from the development of Information and Communication Technology (ICT) combined with Differentiated Instruction (DI) in a lesson plan for teaching hortatory exposition text to eleventh-grade senior high school students are considered ready to implement and disseminate with a score of 100 from the teacher as a validator. This lesson plan significantly improved students' learning motivation and ability in hortatory exposition text based on the data analysis. The findings suggest that integrating ICT and DI in lesson planning enhances students' engagement and performance and provides an adaptable model for teachers to implement technology-supported differentiated instruction.
Representations of Gender in English Textbook Super Minds: A Critical Discourse Analysis Nasution, Khairunnisa Fitri; Setia, Eddy; Rangkuti, Rahmadsyah
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.v12i1.3600

Abstract

Gender stereotypes that are developed in the society influence people’s thoughts and behavior. Schools contribute the socialization of gender through textbooks or interaction between teachers and students. Textbooks are extremely important in forming students' values, ideologies, and social norms. They are also acknowledged for having a major impact on how students' gender roles develop, especially in elementary school. Language use and social lives of pupils may be impacted by gender representation. The textbook material they study accounts for half of the influence. Children have access to a wealth of knowledge regarding behavior, characteristics, and social roles that are proper for each gender that are portrayed in textbooks. This research was aimed to see how gender represented according to the three social context parameters such as family, occupation, and leisure activities were used to perform Examining the gender portrayals of male and female characters in the Super Minds 6 English textbook. This research used qualitative and quantitative research methods and employed Fairclough's Critical Discourse Analysis (CDA) theory as the method of analysis. In conjunction with CDA, Giaschi's Visual Grammar theory is also used as an analytical tool to explain the depiction of gender representation in the textbook. Based on the findings, there are more male pictures than female pictures.
Development of Audio-Visual Media Based on Archery ID Model in English Classroom Tarihoran, Putri Syukriani; Darmansyah; Bentri, Alwen; Hidayati, Abna
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.v12i1.3834

Abstract

Technological advances must be incorporated into the learning process. It is crucial to develop integrated learning models that incorporate learning media in the context of English language learning. This development entails the creation of an English learning model based on audiovisual content. This research aims to develop Archery's ID Model-based audiovisual media as valid, practical, and effective for teaching Procedure Text to 10th-grade vocational high school students. The proposed model is centered on utilizing audiovisual content in the form of projects. This research employs a research and development method based on the ADDIE model, encompassing the following stages: analysis, design, development, implementation, and evaluation. The data obtained from the audiovisual media trial comprises both quantitative and qualitative data. Quantitative data was collected through questionnaires distributed to test subjects. Quantitative data was also obtained from the completion of questionnaires by media validators, material validators, language validators, and students. Following the validation of the instrument by the validator, several further tests were conducted, namely a validity test, a reliability test, and an N-Gain determination.
Investigating Conviction, Erasure, and Salience Stories about a Gold Mining Project in Sangihe Island, Indonesia Izzatun Nabila; Ribut Wahyudi
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.v12i1.3903

Abstract

Mining is one of the most significant contributors to environmental degradation. The media played their role in spreading the narrative about the situation on the ground. This narrative has the potential to affect readers' opinions toward the environment. Taking the gold mining operation on Sangihe Island cases, this article attempted to use Stibbe's (2015) story of “erasure, salience, and conviction” to analyze gold mining news by Tempo.co and VOI.id on the project of gold mining in Sangihe Island. The data were then examined with Stibbe's (2015) ecosophy as well as eco-critical discourse analysis. This article discovered that Tempo generated a valuable story for ecological wellbeing by building the conviction that 'mining causes ecological damage' and offering a clear image of the aspects of ecology in Sangihe. Meanwhile, the story from VOI.id developed a potentially detrimental effect by undermining the description of ecological features in Sangihe and building a conviction of economic benefit.  
Hypercritical or Superficial? Investigating the Metacognitive Awareness of Indonesian Bilingual Students in Writing Class Oktavianda, Melti; Sistiadinita
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.v12i1.3914

Abstract

Metacognition has long touched upon critical issues related to educational psychology and gained advancing recognition in language learning. However, empirical research on its effect on academic writing remains limited. This study investigated metacognitive awareness among 167 Indonesian university students enrolled in an academic writing class, focusing on two self-assessment patterns: superficial (overestimating abilities) and hypercritical (underestimating abilities). Using an explanatory sequential mixed methods design, the researchers first compared students' actual writing exam scores with their self-assessments, which mirrored the lecturer’s grading rubric. Students were grouped into quartiles based on performance, and a Wilcoxon Signed Rank Test was conducted to examine differences between their actual and perceived scores. Results revealed distinct patterns. Among lower-performing students (bottom quartile), only 11 out of 53 students (approximately 21%) exhibited superficial self-assessment. In contrast, among higher-performing students (top quartile), 61 out of 63 students (97%) demonstrated hypercritical self-assessment. These results suggest that while only a minority of low-performing students were superficial, the majority of high-performing students tended to be hypercritical about their writing abilities. Follow-up interviews with four selected students further explored the reasons behind these patterns. Qualitative analysis identified three main contributing factors: person and task variables, response to feedback, and self-regulation strategies. The findings underscore the importance of fostering metacognitive awareness and accurate self-assessment in foreign language writing instruction to promote effective learning and self-regulated development.
Artificial Intelligence in Writing: Students' Writing Competencies and Voices Marhaban, Saiful; Sulistyo, Teguh; Widiastuti, Oktavia
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.v12i1.3927

Abstract

Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed that the integration of AI and a process-based approach significantly improved global, local, and overall issues. Surprisingly, local issues, which include grammar, vocabulary, and mechanics, had the greatest effect of all. In addition, students have a positive perception of AI in writing instruction. For them, AI promotes their autonomy and creativity through the use of ChatGPT and AI-generated feedback such as Deepl and Grammarly. The implications are also presented and discussed.

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