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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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Motivation-Regulation Strategies of Female and Male Indonesian EFL Undergraduate Students in Thesis Writing Yonas Yona Anselma; Concilianus Laos Mbato
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.v12i2.5358

Abstract

Self-regulation constitutes students’ ability to maintain and manage their efforts to attain specific goals, significantly influencing motivation for thesis writing. Whereas motivation-regulation strategies are correlated with completion rates, a significant gap remains in measuring differences across gender in their use among undergraduate students. Therefore, this study employed a mixed-method study to discover motivation-regulation strategies across gender perspectives and how they used strategies in writing their thesis. The participants of this study were 30 male and 30 female undergraduate students of English Education at Sanata Dharma University, Yogyakarta. This study utilized a closed-ended questionnaire on motivation-regulation strategies and a semi-structured interview to gather the data. The first finding revealed that the undergraduate students were conscious of motivation-regulation strategies: self-consequences, avoidance goals, approach goals, situational interest, and environmental strategy. Further, the second finding indicated a significant difference between female and male students using motivation-regulation strategies at .000 with p < .05. The results implied that gender perspectives affect the students using the motivation-regulation strategies.
Investigation of Code-Switching Used by Young-Famous Indonesian YouTubers in Travel Content Videos Qismullah Yusuf , Yunisrina; Apriani Fata, Ika; Denilda, Deafi; Saiful Marhaban , Saiful Marhaban; Abdulhakim Saidu , Abdulhakim Saidu
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.v12i2.4862

Abstract

In travelling videos, people tend to do code-switching, yet there is limited study to examine code-switching in YouTube during travelling time. This study focused on filling in the gap by analysing code-switching by young and famous Indonesian YouTubers in travel content videos. Five informants through purposive sampling were chosen, and we employed a descriptive qualitative method, drawing on the frameworks of Gumperz and Hoffmann. The results revealed that famous Indonesian YouTubers utilised four code-switching types: inter-sentential switching, intra-sentential switching, tag-switching and determining consistency with the previous speaker. Intra-sentential Switching was the most popular code-switching strategy among YouTubers, and it indicates the utility in ordinary communication and to interact daily. However, consistency with the previous speaker was the least to be determined, signifying that YouTubers like to proceed to new topics during vlogging rather than repeating the words of earlier speakers. This study also discovered five code-switching functions: reiteration, interjection, addressee specification, message qualification, and personalization vs objectification. YouTubers mostly used interjections in English tags to strengthen sentences so viewers may remember the vlogging content easily. The quotation function has never been found denoting Youtubers' limited schemata for relating content to scientific knowledge. Further studies are encouraged to explain the phenomenon of CS in other social media and compare senior YouTubers with young YouTubers in vlogging or podcasting.
“What Should I Do after All of This?": Behavioral Engagement in Writing Class with Teacher Feedback Mafulah, Siti; Mhirda, Maftuch Junaidy; Usadiati, Wahyuningsih; Haider, Sanwal
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.v12i2.5373

Abstract

Teacher feedback is one of the alternative ways to help students improve their writing performance. Few studies have confirmed students’ deep exploration of how students engage behaviourally with teacher feedback. Therefore, this study aims to find out the behavioural engagement of the students after receiving feedback as well as what factors influenced it. Case study design was applied in this study through delivering questionnaires and interviews. The participants of this study were the third-year university students in Malang, Indonesia. The finding of this study highlights that high-proficiency students tend to ask the teacher when they do not understand the feedback, while moderate- and low-proficiency levels tend to ask their friends. In addition, factors that influenced students’ behavioural engagement are internal factors such as self-efficiency and self-awareness and external factors such as the teacher’s way of teaching and internet connection. It is suggested that teachers should know their student’s behavioural engagement to gain learning outcomes.
Kurdish EFL Teachers’ Perspectives on Assessment at University Level: Factors, Challenges, and Washback Murad, Ivan; Malo, Sanan Shero
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.v12i2.6562

Abstract

Assessment constitutes a fundamental component of educational process, shaping teachers’ instructional practices. However, its efficacy largely depends on the way teachers perceive assessment. Thus, this research article investigates Kurdish university-level English as a Foreign Language (EFL) teachers’ perspective on assessment in terms of the factors that influence their choice of assessment methods, their challenges in assessment, and the washback effects of assessment on students’ learning and study habits. Employing a quantitative approach, the study utilized a Likert-scale survey to collect data from a random sample of 75 teachers from 11 public universities in the Kurdistan Region of Iraq. Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 25. The findings revealed several factors influencing teachers’ assessment choices, including strict institutional regulations, large class sizes, and students’ growing reliance on AI tools. The study also found that teachers face numerous challenges, such as detecting AI-generated work, limited access to technological resources, and balancing formative and summative assessments. Moreover, the results indicate that assessment practices generate both positive and negative washback, influencing students’ motivation, effort, and learning approaches. The study highlights the importance of aligning assessment practices with Kurdish EFL higher education principles to promote effective learning outcomes.
Beyond the Virtual Classroom: Computer Self-Efficacy and Its Effects on Learning Burnout in Asynchronous E-learning Millah, Roihatul; Siswanto, Romi; Jamilah, Sitti; Ardiana
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.v12i2.4776

Abstract

Many ELT students in asynchronous e-learning may experience burnout despite having adequate technological skills. Understanding how computer self-efficacy (CSE) relates to burnout is therefore essential to support their well-being. The study aimed to investigate the correlation between CSE and learning burnout and to examine whether CSE predicts burnout among ELT students in an Open and Distance Learning (ODL) university. Using a correlational–predictive design, data from 38 students were analyzed through Pearson correlation and simple linear regression. Results showed varied CSE levels: basic computer skills ranked highest, followed by media-related skills, while web-based skills were lowest. Students appeared more confident with basic functions than with online or media tools. Exhaustion emerged as the strongest burnout symptom. A significant positive correlation was found between CSE and learning burnout (r = 0.370, p = 0.022), and regression analysis showed that CSE significantly predicted burnout (F = 5.709, p = 0.022), accounting for 13.7% of the variance. Each unit increase in CSE corresponded to a 0.480-unit rise in burnout. These results challenge the assumption that higher technological competence always reduces burnout. Instead, students with stronger CSE may over-engage with digital tools, increasing exhaustion. The findings highlight the need for balanced technology use and thoughtful e-learning design to protect students’ well-being.
Incorporating Indigenous Content to Develop English Materials for Primary School Levels: The Teachers' Voices Nuraeningsih; Rusiana; Sulistyowati, Titis; Hidayati, Richma
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.v12i2.5025

Abstract

The present research explores primary school teachers’ perceptions of the possibility of integrating indigenous content in English instruction in Indonesia. The current curriculum, Kurikulum Merdeka, allows teachers to develop materials related to essential content. With that image in mind, this research tried to shed light on the opportunities and challenges of incorporating indigenous content, such as local folktales, songs, games, and traditions, to develop English materials. The research employs a qualitative research method. The participants were five teachers from different subdistricts in Kudus, Central Java, Indonesia. They were purposively selected and voluntarily participated in the research. A focus group discussion was carried out to gain the teachers’ insights. The questions address three main points: the objectives of English teaching in primary schools, the incorporation of indigenous content into English materials, and the challenges faced when integrating this content into those materials. The triangulation was conducted by collecting the teachers’ written responses on the same topic with more detailed questions. Thematic analysis was used to analyse the data. The research findings reveal that teachers have a positive view of the inclusion of indigenous content in English instruction, as it is relevant to students’ real-life contexts. The challenges that might emerge are limited resources, insufficient training, and lack of experts and authority.  support. Practically, teachers can introduce indigenous content into the teaching materials. In wider contexts, curriculum designers are recommended to consider addressing indigenous content in the English curriculum for primary school students.
Corpus-Based Study of Lexical Bundles in the Abstracts of High-Impact Research ‎Articles across Disciplines Khoirunnisa, Umi; Kurniawan, Eri
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.v12i2.4763

Abstract

Lexical bundles are essential for creating coherent academic writing and for forming high-quality research articles. Researchers have previously examined lexical bundles in a number of academic fields and sections. However, there is a lack of investigation on cross-disciplinary comparisons in research article abstracts. Thus, this study seeks to examine the utilization of lexical bundles (LBs) in abstracts across disciplines. The analysis used a corpus-based study design to investigate the frequency, structural patterns, and function distributions of lexical bundles in abstracts across disciplines categorized as soft sciences (Linguistics, ELT, Psychology) and hard sciences (Electronic Engineering, Medicine, Biochemistry). To guarantee the representativeness of high-impact research articles, 180 abstracts of research articles, 30 from each discipline were chosen from high-citation Scopus-indexed journals. A descriptive quantitative approach was employed within Biber's (2004) structural taxonomy and Hyland's (2008b) functional classification, along with other categories to provide comprehensive understanding of LBs manifestations. The results indicate significant disciplinary commonalities in LB usage albeit numerous noticeable variations. A bias for phrasal over clausal constructs was observed in the structural use of bundles in both the Hard and Soft Sciences, with noun phrase-based bundles being the most prevalent. In terms of functionality, research-oriented bundles predominated in both domains, with Soft Sciences preferring description bundles and Hard Sciences stressing topic bundles. This study sheds light on disciplinary conventions in abstract writing and emphasizes the significance of understanding the structural and functional differences in LBs in cross-disciplinary engagement and effective academic communication.  

Page 33 of 33 | Total Record : 327

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