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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 391 Documents
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Describing A Systematic Reflection for Pre-Service Teachers’ Professional Identity: A Case Study Cendra, Anastasia Nelladia; Budiraharjo, Markus
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i1.2658

Abstract

To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers' identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.
Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University Ubaidillah, M. Faruq; Widiati, Utami
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i1.3123

Abstract

This narrative study explores identity construction and classroom participation of an Indonesian student who attended a master program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.
Statistical Report Reform in Second Language Research: A Case Of Experimental Designs Fadilah, Eka
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3415

Abstract

This survey aims to review statisical report procedures in the experimental studies appearing in ten SLA and Applied Linguistic journals from 2011 to 2017. We specify our study on how the authors report and interprete their power analyses, effect sizes, and confidence intervals. Results reveal that of 217 articles, the authors reported effect sizes (70%), apriori power and posthoc power consecutively (1.8% and 6.9%), and confidence intervals (18.4%). Additionally, it shows that the authors interprete those statistical terms counted 5.5%, 27.2%, and 6%, respectively. The call for statistical report reform recommended and endorsed by scholars, researchers, and editors is inevitably echoed to shed more light on the trustworthiness and practicality of the data presented.
Hedging In Ted Talks: A Corpus-Based Pragmatic Study Nuraniwati, Tri; Permatasari, Alfelia Nugky
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.2969

Abstract

Hedging is a communicative strategy and a form of pragmatic competence which plays a central role in delivering the intended message of the speaker. Commonly observed in two-way conversations, hedges as hedging devices are also present in monologues. This study investigates the most common hedges used in popular monologues TED Talks as well as observes the various communicative strategies they denote. 130 transcripts of the talks, taped from 2002-2019 taken from the official website of TED (ted.com), are collected to build a corpus of 337,302 tokens. Through corpus-based analysis using concordance software AntConc 3.5.0, 48 most common hedges are inserted for frequency search. The search hits show that the most frequently-used hedges in the corpus are ‘just,’ ‘could,’ ‘you know,’ ‘actually,’ ‘I think,’ and ‘kind of’ with the numbers of occurrence 1107, 554, 541, 530, 390, and 309 respectively. From the analyses of the functions of the most frequent hedges, it can be concluded that each of the hedges serves distinctive pragmatic strategy which contributes in the communicative processes of the talks.
Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability Marlin; Saehu, Andang; Yundayani, Audi
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3262

Abstract

The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents 64 were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning (SILL). The results showed that 63 (95%) of students used metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students applied practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% applied social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated.
“He Used to Be A Late Talker”: Parents’ Narration Of A Five-Year-Old Child Named Hasan Sudarwati, Emy; Ningrum, Ary Setya Budhi
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3219

Abstract

This narrative inquiry is based on the lived experiences of parents who have a speech delayed child. A child with a language delay must go through in order to appropriately have strong competence in the language learning process. The data were derived from parents’ stories, a speech therapy progress book, medical records, and video recordings of classroom activities. Findings were focused on the thorough process a research subject has undergone to finally survive in catching up his lag of language development compared to the mainstream children of his age. After four years of intensive labor requiring parental involvement and three years of programmed therapy, the research subject achieves improvement milestones that enable him to catch up to conventional children's language development, which he should have completed. More research into the deployment of other linguistic aspects is needed to provide a clear picture of the development of his language learning.
The Effectiveness of Vocabulary Self-Collection Strategy On Students’ Reading And Vocabulary Achievement: A Quasi-Experimental Research Febrisera, Lazarus; Sugirin
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.2949

Abstract

Reading skill and vocabulary mastery become very pivotal for the ESL students to understand the English language-used properly. That condition should be achieved with the right ways; and one of which is using the VSS. Therefore, this study aims at investigating the effectiveness of Vocabulary Self-collection Strategy (henceforth VSS) on students’ reading and the achievement of vocabulary. The quasi-experimental research was applied and the instruments were pretest-posttest. The VSS was used as the independent variable in this study while reading skill and vocabulary mastery were used as the dependent variables. The pretest-posttest was assigned to gather the data. Then, the test related to reading skill and vocabulary mastery were validated via the expert judgment and a validity of content. Additionally, the instruments regarding its reliability was measured by using the reliability of inter-rater. Afterwards, the parametric statistical technique of T-Test and MANOVA test using SPSS 22. Computer program was employed to analyze the data. The findings showed that VSS reveal a significant effect toward students’ reading skill and vocabulary mastery. This means that the students get easy to understand the English texts given. It is due to their prior knowledge of vocabulary they have too. This study also proves that the use of VSS can be one of the ways of other strategies to teach the reading and vocabulary in the ESL context.
The Use of Google Meet For Online Microteaching Riyanti, Dwi
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3374

Abstract

The social distancing and the closure of schools during the Pandemic force both teachers and students to teach and study remotely. In order to facilitate pre-service teachers learning to teach, the instructor of the Microteaching who is also the researcher opted to use Google Meet (GM) as a teaching platform in Microteaching class. Aiming at uncovering the perspectives of pre-service teachers in using GM as an online teaching platform for teaching their peers, the current study involved the sixth semester students in Microteaching class as its research participants. The main data were obtained through open-ended questionnaire. To triangulate the data, the videos of five pre-service teachers’ teaching demonstrations and five students’ written reflections were also used as a source of data. The obtained data were analyzed thematically based on the emerging themes. In so doing, the researcher firstly read the results of the open-ended questionnaire and the students’ reflection closely and started codifying the data. The findings show that preservice teachers have positive impression toward the use of GM and consider that as useful in the pandemic time. In terms of the challenge they faced, internet connection was found to be the major obstacle in teaching peers using GM.
A Genre Analysis on The Discussion Section Of Quantitative And Qualitative Research Articles In ELT And Linguistics Hilmi, Alfin Zalicha; Toyyibah; Afifi, Nur
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3264

Abstract

This study aimed at: 1) investigating the move and steps found in quantitative and qualitative research articles discussion; 2) investigating the rhetoric structure patterns of quantitative and qualitative research article discussion. This study is a qualitative-research focusing on genre analysis on qualitative and quantitative RA discussions. There were 20 qualitative and 20 quantitative research article discussions of EFL and applied linguistics journals were investigated in this research. Using Yang & Allison’s (2003) framework to analyze the data, it is found that all moves in the framework were employed in RA discussion of both qualitative and quantitative research. However, the number of occurrences of each move were different between discussion section of these two different approaches. Furthermore, the patterns of both qualitative and quantitative RA discussion was not significantly different. There were two types of patterns in RA discussion both in qualitative and quantitative, repetitive pattern and organized pattern. although there were some variations in each of those patterns. The present study provides more evidence of generic structure of RA discussion section as well as proposes some useful insights related to move analysis on research article discussion in ELT and Linguistics area. Limitations and recommendations are discussed in this study.
Students’ Learning Approaches in The EFL Emergency Online Learning Context Santosa, Made Hery; Ratminingsih, Ni Made; Adnyani, Luh Diah Surya
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3215

Abstract

Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.

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