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
327 Documents
<![CDATA[English Teachers’ Questions in A Vietnamese High School Reading Classroom ]]>
<![CDATA[Phuong, Yen Hoang]]>;
<![CDATA[Nguyen, Lam Giang Thi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (297.5 KB)
|
DOI: 10.30762/jeels.v4i2.353
<![CDATA[Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking.]]>
<![CDATA[Argumentative Statements in The 2016 Presidential Debates Of The U.S: A Critical Discourse Analysis ]]>
<![CDATA[Khoirunisa, Andini]]>;
<![CDATA[Indah, Rohmani Nur]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (308.708 KB)
|
DOI: 10.30762/jeels.v4i2.347
<![CDATA[This study investigates the argumentative statements of Hillary Clinton and Donald Trump during the debates. By employing two theories, Van Dijk's Critical Discourse Analysis (CDA) and Toulmin's model of argument, it aims to expose how various ideologies are expressed in the structure of arguments. It uses Toulmin (2003) model of argument to analyze the structures of argumentation during the debates constituting six elements (i.e. claim, data, warrant, backing, qualifier, and rebuttal). While Van Dijk’s framework covering three levels of discourse structure (the meaning, the argumentation and the rhetoric) is used to analyze the reproduction of racism, manipulation, and Islamophobia. The result indicates the discourse of the candidates contributes the reproduction of manipulation by focusing on the positive self-presentation of “us” (civilized) and negative other-presentationof “them” (terrorists) as a mind control of the audience.]]>
<![CDATA[Challenges in Writing Academic Papers for International Publication Among Indonesian Graduates Students ]]>
<![CDATA[Azizah, Umu Arifatul]]>;
<![CDATA[Budiman, Asep]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (333.711 KB)
|
DOI: 10.30762/jeels.v4i2.405
<![CDATA[The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students‟ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university‟s support to prepare students‟ writing. Finally, some suggestions related to students‟ problem in writing for international publicationare are offered.]]>
<![CDATA[Developing English Materials for Efl Learners at Islamic Junior High School ]]>
<![CDATA[Syafi’i, Muhammad Lukman]]>;
<![CDATA[Gestanti, Rohfin Andria]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (384.915 KB)
|
DOI: 10.30762/jeels.v4i2.339
<![CDATA[The purpose of this research was to develop an EFL course book for the first semester learners at the Islamic junior high school in Indonesia. The material development includes some procedures of need analysis, material development, expert validation, material revision, try-out and final revision. Based on the results of questionnaires distributed to 106-second graders, the interviews done to the teachers and field notes taken from a document of the syllabus, this research revealed that most of the students and English teachers require English instructional materials embracing religious and general knowledge. After validated by the experts and tried-out to the students, this research finally produced English materials that were supplemented by a teacher‟s guide, student‟s worksheets and a CD containing listening materials.]]>
<![CDATA[An Investigation into Indonesian EFL University Students’ Speaking Anxiety ]]>
<![CDATA[Abrar, Mukhlash]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (461.08 KB)
|
DOI: 10.30762/jeels.v4i2.358
<![CDATA[The general purpose of the study was to investigate EFL learners‟ speaking anxiety and its associated factors. More specifically, the study was purposed to examine the constructs of a speaking anxiety and to explore the model for predicting speaking anxiety based on gender, proficiency and class type. Therefore, explanatory factor analysis and multiple linear regression analysis were used. The result indicated that there are two factors in learners‟ speaking anxiety, but they are difficult to name as a result of overlapping variables in each component. With regards to a multiple linear regression test, the finding shows that proficiency variable is the most significant factor for predicting the variation in speaking anxiety.]]>
<![CDATA[Situated Perspectives on The Motivational Trajectories of High School Students Learning English in Rural Vietnam ]]>
<![CDATA[Cuong Pham]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 2 (2017): JEELS November 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (423.121 KB)
|
DOI: 10.30762/jeels.v4i2.346
<![CDATA[Despite the growing body of research on the complex and contextually contingent nature of language learning motivation, investigations into the motivation of English language learners in rural areas have remained limited. This study explores the motivational constructions of two high school students learning English in rural Southeast Vietnam from a situated perspective. The students, one female and one male, were in their first year at high school and had relatively low levels of English. Data gathering took approximately one and a half years and was based primarily on interviews drawing on a social practice approach and observations. Findings reveal that students developed diverse motivational trajectories resulting from a synergy of social and idiosyncratic elements pertinent to their own learning conditions, interpersonal relationships, and their agentive appraisals of language affordances and learning opportunities available within and across settings. The longitudinal and situated perspective of this study provides insights into the ways in which students’ appraisals of affordances were shaped and reshaped by on-going interactions with significant others as well as by the sociocultural values permeating their agentive practices.]]>
<![CDATA[Students’ Perception on The Implementation of Orai Application In CLL Method in Teaching Speaking ]]>
<![CDATA[Halimah]]>;
<![CDATA[Lustyantie, Ninuk]]>;
<![CDATA[Ibrahim, Gufran Ali]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (654.14 KB)
|
DOI: 10.30762/jeels.v5i1.566
<![CDATA[This study aims to examine EFL learners’ perception toward the application of Orai App in CLL method in teaching speaking. The study employed likert-scale questionnaires to enable researchers to collect massive data. The total of 24 first year students of a private university in East Java – Indonesia, comprising of 5 male and 19 female students participated in this study. Data were analyzed using descriptive statistic by finding out the total score per item. The results of this study illustrated that Orai application helps students alleviate the fear of speaking. It can also help students in increasing their speaking ability on the aspects of pronunciation, intonation as well as the speaking speed. Based on the data analysis, CLL method assisted by Orai application is strongly recommended to be used to assist the students to be better speaker.]]>
<![CDATA[Perception, Motivation, and Communicative Self-confidence of Indonesian Students On Willingness to Communicate in L2 By Using Facebook ]]>
<![CDATA[Fadilah, Eka]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (343.391 KB)
|
DOI: 10.30762/jeels.v5i1.562
<![CDATA[The present study aims to investigate direct and indirect factors affecting willingness to communicate (WTC) in L2 by using Facebook. Second semester English students (n=156) from private and state universities in three cities in Indonesia; Surabaya, Bali, and Malang participated in this study. A set of questionnaire with a 5-point Likert-scale encompassing students’ perception, motivation, communicative selfconfidence (CSC), and Willingness to Communicate (L2 WTC) was used to collect the data. The data were then analyzed using a software package, AMOS 20, to gauge the magnitude of the factors affecting L2 WTC by using FB platform. The finding reveals that there are considerable effects on perception and motivation mediated by communicative self-confidence to WTC. While, communicative self-confidence shows the strongest predictor on L2 WTC.]]>
<![CDATA[Peer and Self Editing Strategies to Improve Students’ Writing Skill ]]>
<![CDATA[Winarto, Agus Edi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (317.43 KB)
|
DOI: 10.30762/jeels.v5i1.552
<![CDATA[Peer and self editing strategies are social and metacognitive strategies used in the steps of sharing, revising, and editing in writing. The objective of the study is to see how peer and self editing strategies are able to improve students’ writing skill. 64 students participants were actively involved in this classroom action research. Peer editing worksheet, self editing worksheet, and test sheet were used as the instruments. The results showed that students’ writing skill improved in all elements: the quality of format, punctuation and mechanics, content, organization, and grammar and sentence structure. They had achieved the criteria of success as determined. It can be concluded that peer and self-editing strategies are able to improve students’ writing skill.]]>
<![CDATA[The EFL Students’ Critical Reading Skills Across Cognitive Styles ]]>
<![CDATA[Leonardus Par]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (297.557 KB)
|
DOI: 10.30762/jeels.v5i1.541
<![CDATA[This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.]]>
