JEELS (Journal of English Education and Linguistics Studies)
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
Articles
391 Documents
<![CDATA[Augmenting Senior Secondary ESL Learners’ Reading Skills Through Explicit Instruction of Metacognitive Strategies ]]>
<![CDATA[Gatcho, Al Ryanne Gabonada]]>;
<![CDATA[Hajan, Bonjovi Hassan]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i1.1202
<![CDATA[Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.]]>
<![CDATA[Afghanistan EFL Teacher Preparation Institutions and EFL Teaching Efficacy in Public Schools ]]>
<![CDATA[Tahsildar, Nasim Danesh]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i1.1144
<![CDATA[In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED). The purpose of this research is to investigate the extent to which the two EFL teacher preparation institutions in Afghanistan universities educate efficacious EFL teachers so as to teach English at public schools. It also aims at comparing the teaching efficacy level of male and female EFL teachers as the graduates of the two different English Departments (ECED and LCED) with different curricula in order to find out how these Departments educate public school EFL teachers. The study applied a survey questionnaire to obtain the data from 105 graduates of two English Departments as novice EFL teachers recruited by 45 public schools in a province in Afghanistan. The findings showed that both Departments educate highly efficacious EFL teachers. However, the level of efficacy between the two Departments is significantly different. The study also has some implications to schools of EFL teachers to comprehend their level of professional efficacy and certain implications to English Departments, Universities, and Afghanistan Ministry of Higher Education to understand how different English Departments’ graduates meet the public schools’ EFL requirements.]]>
<![CDATA[The Role of Mobile Phones As Effective Tools For Language Learning By Libyan EFL Learners ]]>
<![CDATA[Alsied, Safia Mujtaba]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1234
<![CDATA[The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.]]>
<![CDATA[Textual Syntactic Complexity and Its Role In Second Language Reading Outcomes In Indonesia ]]>
<![CDATA[Sahiruddin]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1268
<![CDATA[This paper examines the role of syntactic complexity in L2 reading outcomes across different EFL proficiency levels in an Indonesian university. Indonesian university students (N = 148) at Intermediate and Advanced levels of proficiency read four English passages differing in syntactic complexity. The latter was measured by several widely used text modelling tools. Participants read two low and two high complexity texts and completed a post-test comprehension test. Syntactic complexity had a statistically significant but low magnitude effect size, accounting for 2%-5% of the variance of reading performance between the L2 English proficiency levels. There were also noticeable differences in text analysis measures across the different complexity tools. The usefulness of syntactic complexity as an isolated dimension of text complexity is evaluated. The contribution of this study to the field both in theory and practice is presented.]]>
<![CDATA[Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English ]]>
<![CDATA[Hidayati, Tuti]]>;
<![CDATA[Diana, Sari]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1233
<![CDATA[The development of language learning mobile application soft-wares (apps) for smart mobile devices such as smartphones and tablet computer has risen amazingly in these recent days. These apps were continuously reported to be highly potential to support the students to learn the target language. This study introduced two free English learning apps to the students and investigated how they made use of the apps to support their English learning. More specifically, it examined how their English motivation in learning English is, how they used the apps, and whether their different level of motivation influenced the time they spent in accessing the apps. The study was conducted in a mixed method approach utilizing daily journal and questionnaire as the instruments to collect data. The finding pointed that the students were considerably active in using both of the apps. They could enjoy the practicality and flexibility of learning English by the apps despite some superficial engagement. In addition, although students’ English learning motivation was found to have no influence on the amount of time spent in using the apps, their positive response toward using the apps was a potential indication to foster independent English learning outside the classroom. A further detailed finding was discussed along with important issues in the current trends of mobile language learning.]]>
<![CDATA[How Duterte States His View on The Philippines and Other Countries Relation: A Discursive Strategy Analysis ]]>
<![CDATA[Chaerunnisa, Andifa]]>;
<![CDATA[Dewi, Haru Deliana]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1271
<![CDATA[Different types of social or cultural background, combined with a region or social status, go into the making of spoken or written discourse. One of the interesting spoken discourses to discuss is political interview. It often reveals the intention of political leaders’ way of speaking. While there are those who are subtle in their way of talking, there are also a few who do not, one of whom is the Philippines’ president, Rodrigo Roa Duterte. Known for his outspoken personality, he often states controversial things that influence his country and derive critics from various places. Using van Dijk’s (2004) framework, this study analyzes the macro and micro discursive strategies used by Duterte in delivering his views on other countries’ relations with the Philippines based on his most-watched English interview with Russia Today. The findings revealed that the macro strategies used by Duterte are positive self-presentation, negative other-presentation, and outside polarization. Meanwhile, the mostly micro discursive strategies used are implication, lexicalization, and example/illustration.]]>
<![CDATA[Nursing Students' Perceptions of English as A Lingua Franca ]]>
<![CDATA[Situmorang, Komilie]]>;
<![CDATA[Sembel, Sandra]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1350
<![CDATA[Provoked by the Faculty of Nursing’s graduate career prospective, ‘nurse in international nursing services’, this study aimed to investigate the Englishes nursing students were in favour of and the Englishes they needed for their future career and to find out their perceptions toward English as a Lingua Franca (ELF). Taking the form of a case study, this study collected data through open-ended questionnaires and semi-structured interviews. The findings generally highlighted paradoxes in participants’ views of ELF. Students were found to be in favour of Standard English (SE), although in the future what they truly expected from patients was the intelligibility to create therapeutic conversation. Furthermore, the participants seemed to be aware of the variety of Englishes in existence but believed that SE should be taught in class. This study also found out that local accents speak for their cultural identity. Therefore, the implication of the study calls for attention to the potential benefits of introducing ELF and provides some recommendation of how ELF could be best introduced at classrooms.]]>
<![CDATA[Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values ]]>
<![CDATA[Rohmah, Galuh Nur]]>;
<![CDATA[Fitriyah, Ulil]]>;
<![CDATA[Hanifiyah, Lina]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1457
<![CDATA[The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.]]>
<![CDATA[Is The Natural Order of Morpheme Acquisition Being Appropriately Presented In English Language Teaching Course Books? ]]>
<![CDATA[Perrodin, David D.]]>;
<![CDATA[Somboon, Narumon]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v6i2.1569
<![CDATA[This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.]]>
<![CDATA[An Exploration on EFL Teachers’ Perceptions Of effective 21st- Century Pedagogical Competencies ]]>
<![CDATA[Siregar, Renol Aprico]]>;
<![CDATA[Fauziati, Endang]]>;
<![CDATA[Marmanto, Sri]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v7i1.1548
<![CDATA[The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachers’ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data. The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the students’ creativity due to the widely opened sources of information which positively affect students’ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.]]>
