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[Speaking Performance of Islamic Boarding School and Public School-Based Graduates: A Comparative Study ]]>
<![CDATA[Irfani, Bambang]]>;
<![CDATA[Meisuri]]>;
<![CDATA[Rohmatillah]]>
<![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 (242.005 KB)
|
DOI: 10.30762/jeels.v5i1.558
<![CDATA[This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.]]>
<![CDATA[The Profile of Efl Learners As Measured By An English Proficiency Test ]]>
<![CDATA[Sulistyo, Gunadi Harry]]>;
<![CDATA[Suharyadi]]>
<![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 (599.957 KB)
|
DOI: 10.30762/jeels.v5i1.570
<![CDATA[This study aims at profiling the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). The English proficiency of 277 students across admission Classes in 2016, 2015, 2014, and 2013 who are involved in the study is measured by using a proficiency test. The subtests reliability was assured and the data was analyzed by using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. It indicates that the respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was respectively observed from the scores of Classes of 2015, 2014, and 2013. Statistical differences in the mean scores of the students across admission classes were observed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.]]>
<![CDATA[Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills ]]>
<![CDATA[Abid]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (265.279 KB)
|
DOI: 10.30762/jeels.v5i2.716
<![CDATA[The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.]]>
<![CDATA[Communicative Game-Based Learning in EFL Grammar Class: Suggested Activities and Students’ Perception ]]>
<![CDATA[Fithriani, Rahmah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (372.478 KB)
|
DOI: 10.30762/jeels.v5i2.509
<![CDATA[The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.]]>
<![CDATA[Instagram-Assisted Language Learning in Islamic Higher Education: Toward Online Collaboration ]]>
<![CDATA[Yudhiantara , Rully Agung]]>;
<![CDATA[Nuryantini, Ade Yeti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (562.331 KB)
|
DOI: 10.30762/jeels.v5i2.738
<![CDATA[The purpose of this study is to investigate instagram use among English pre-service teachers (EPST) to support their language learning in a particular course. This study sought to explore the following research questions: (1) How do EPST explore instagram to accomplish Online Task-Based Language Learning (OTBLL)? (2) What contents are created and shared by EPST to accomplish OTBLL? To collect the data, this study applied observation and content analysis. In addition several tasks were designed to be accomplished by EPST. The findings shows that EPST were able to integrate both the ability to use instagram and the ability to integrate it for OTBLL. The contents that EPST created and shared met the requirement of OTBLL. The contents included several types: creating video to explain topic assigned, writing phonetic transcription, and other tasks. The results of this study are expected to contribute in improving EPST language skills and their ability to explore social media use for language learning. Being able to seize social media to support language learning is a necessary skill to be nurtured for future language teacher in the 21st century.]]>
<![CDATA[English Teachers' Perceived Benefits and Challenges of Flipped Classroom Implementation ]]>
<![CDATA[Ansori, Muhammad]]>;
<![CDATA[Nafi’, Nahar Nurun]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (209.122 KB)
|
DOI: 10.30762/jeels.v5i2.820
<![CDATA[Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected byusing questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implementation deal with supporting facilities, technical and technological problems, and the challenge of creating flipped learning material.]]>
<![CDATA[English Teaching in Vocational High School: A Need Analysis ]]>
<![CDATA[Mahbub, Moh. Arif]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (365.593 KB)
|
DOI: 10.30762/jeels.v5i2.835
<![CDATA[This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.]]>
<![CDATA[Four Square Writing Method as A Technique to Teach Descriptive Writing ]]>
<![CDATA[Muth’im, Abdul]]>;
<![CDATA[Norhasanah]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (340.485 KB)
|
DOI: 10.30762/jeels.v5i2.580
<![CDATA[The objective of this study was to improve students’ skill in writing descriptive text utilizing Four Square Writing Method (FSWM). Thirty students of Junior High School participated in this classroom action research which took place in two cycles. Two sorts of instruments were used in this study; observation sheet and writing test. While the first was utilized to obtain the data on students’ responses and behavior, the latter was to achieve the data on students’ writing improvement. The implementation of the method in the first cycle was able to increase students’ mean score from 48.82 to 66.05. In the second cycle, more than 70% of the students successfully reached the score greater or equal to 72.95. This shows that the FSWM is one of alternative techniques in teaching descriptive text.]]>
<![CDATA[How Socio-Economic Status Contributes to Parents’ Views on English Teaching For Young Learners ]]>
<![CDATA[Harmanto, Bambang]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (334.902 KB)
|
DOI: 10.30762/jeels.v5i2.563
<![CDATA[This study aims at identifying the contribution of parents’ socio-economic status (SES) toward their views on the teaching English for children. A survey technique with questionnaires and interviews was utilized to collect the data from 245 parents as the respondents. SPSS with Predictive Analysis Software (PASW) statistics 18 has been employed to analyze the collected data. Descriptively, the reseacher found that parents with different SES have showed similar beliefs on the importance of English mastery. They made acommitment to keep supporting their children with English. It was also found that although their knowledge on EYL was limited, their views and attitudes were good. Statistically, it showed that parents’ social and economic status either in their education, occupation, or income and their views on EYL were not significantly correlated. It came to the conclusion that parents today have equal vision in preparing their children with good education.]]>
<![CDATA[Augmenting Senior Secondary ESL Learners’ Reading Skills Through Explicit Instruction of Metacognitive Strategies ]]>
<![CDATA[Al Ryanne Gabonada Gatcho]]>;
<![CDATA[Bonjovi Hassan Hajan]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (436.183 KB)
|
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.]]>
