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[An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment ]]>
<![CDATA[Mahbub, Moh. Arif]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v7i2.2060
<![CDATA[This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.]]>
<![CDATA[The Influence of Attributional Beliefs On Indonesian EFL Learners’ Reading Comprehension ]]>
<![CDATA[Florida, Nancy Agatha]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v7i2.2110
<![CDATA[This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.]]>
<![CDATA[A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice ]]>
<![CDATA[Yunus, Wan Noor Miza Wan Mohd]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v7i2.2182
<![CDATA[Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.]]>
<![CDATA[“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom ]]>
<![CDATA[Jannatussholihah, Siti]]>;
<![CDATA[Ashadi]]>;
<![CDATA[Andriyanti, Erna]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v7i2.1770
<![CDATA[Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.]]>
<![CDATA[Utilizing Strategy-Based Instruction on The EFL Listening Achievement: A Quasi- Experimental Study ]]>
<![CDATA[Hidayanti, Ika]]>;
<![CDATA[Suhartoyo, Eko]]>;
<![CDATA[Kurniasih]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v7i2.2004
<![CDATA[The current study aims at investigating the effectiveness of using strategy-based instruction on the student’s listening achievement. This research applied quasi-experimental design, and the instruments were pretest and posttest. Both tests were about putting the pictures in order and form completion.  Prior to strategy choice, this study utilized Posteriori Taxonomy of Strategies of Learning English Listening Skill (Zuhairi & Hidayanti, 2014) especially focusing on the use of eight strategy categories deployed by successful students (Hidayanti & Umamah, 2018). Gaining the result from Independent t-Test analysis, it was found out that the experimental group outperformed better than their counterparts in control group. Thus, Strategy-based instruction plays important role to enhance and improve the EFL learners’ listening skill.]]>
<![CDATA[EFL Lecturers’ Perception and Practice of Screencast Feedback ]]>
<![CDATA[Zubaidi, Nanang]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v8i1.2339
<![CDATA[he current study aims to deepen knowledge on Indonesian English as a foreign language (EFL) lecturers' perception of screencast feedback, their feedback practice, and the consistency between their feedback practice and perception. To investigate the phenomena, five Indonesian university-level EFL lecturers and their EFL students (N=30) were recruited to participate in the study. The researcher employed several data collection techniques including open ended pre-survey, students' essay collection, think-aloud protocol, and semi-structured interviews. The results showed that the EFL teacher participants have positive perception and towards screencast feedback in L2 writing, which influenced their feedback practice. However, the study also discovered two inconsistencies between the teachers' perception of the focus and the type of feedback they provided and their actual practice.]]>
<![CDATA[Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study ]]>
<![CDATA[Subekti, Adaninggar Septi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v8i1.2662
<![CDATA[The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.]]>
<![CDATA[Face-To-Face Or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level ]]>
<![CDATA[Yaniafari, Rahmati Putri]]>;
<![CDATA[Rihardini, Ajeng Ayu]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v8i1.3058
<![CDATA[Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations. Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn. This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners' level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies, this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).]]>
<![CDATA[Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays ]]>
<![CDATA[Singh, Amreet Kaur Jageer]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v8i1.3134
<![CDATA[Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students' participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative data were gathered from student assessment forms (pair work and group work), lesson study logs, EdPuzzle video quizzes, and samples of student worksheets. Descriptive interpretations and thematic analysis were used to analyse textual data. The findings revealed that ESL students participated in this study by engaging themselves in interactions during in-class writing activities, contributing knowledge to others, getting prepared with the essential concepts and content before class, focusing on the task, and assessing the quality of argumentative writing. The findings implicate that teachers should consider the use of peer instruction in a flipped learning environment for students to engage actively in the teaching and learning of argumentative essay writing.]]>
<![CDATA[Donald Trump’s and Hillary Clinton’s Interruptions In Presidential Debates ]]>
<![CDATA[Rohmah, Zuliati]]>;
<![CDATA[Suwandi, Alda Fitriani]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v8i1.2359
<![CDATA[The present research aims to investigate the types and functions of interruptions of Donald Trump and Hillary Clinton during the US presidential debates in 2016. Data collected from Donald Trump's and Hillary Clinton's speech in the debates were transcribed and analyzed to find types and functions of interruptions by both of the candidates. The results of the Conversational Analysis display that Donald Trump dominates the interruptions by applying a substantially greater number of interruptions consisting three different types of interruptions. Butting-in Interruptions were applied by both as the biggest number of interruptions. Data analysis also demonstrates that intrusive functions appear much more frequently compared to the collaborative functions of interruptions applied by the male and female presidential candidates. Discussion as to why such phenomena are noticeable in the data concludes the paper.]]>
