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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 327 Documents
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Best Practices on Islamic Values Integration at Madrasah English Classes: Teachers’ Practices in Contextualizing The Values Galuh Nur Rohmah; Ulil Fitriyah; Lina Hanifiyah
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (483.599 KB) | DOI: 10.30762/jeels.v6i2.1457

Abstract

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.
Is The Natural Order of Morpheme Acquisition Being Appropriately Presented In English Language Teaching Course Books? David D. Perrodin; Narumon Somboon
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.991 KB) | DOI: 10.30762/jeels.v6i2.1569

Abstract

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.
An Exploration on EFL Teachers’ Perceptions Of effective 21st- Century Pedagogical Competencies Renol Aprico Siregar; Endang Fauziati; Sri Marmanto
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.651 KB) | DOI: 10.30762/jeels.v7i1.1548

Abstract

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.
Teaching Writing Skills in University Large Classes In Pakistan: Issues, Challenges and Solutions Amjad Ali Jokhio; Syed Shakir Raza; Muhammad Younus; Ashfaq Hussain Soomro
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.835 KB) | DOI: 10.30762/jeels.v7i1.1355

Abstract

This study aims to investigate the concept of a large class, challenges and issues faced by the teachers while teaching writing skills courses in large classes along with the strategies they use in order to cater to the problems. Therefore, in-depth interviews with nine private and public sector university teachers were conducted. The thematic analysis of the data revealed that a large class, in the Pakistani context, consists of 30 to 35 students and teachers particularly face the problems in assessment, giving feedback, ensuring individual attention, maintaining discipline, and controlling noise factor, etc. The assessment and feedback issues can be catered to by using peer assessment and peer feedback as they are viable strategies to deal with the large writing classes. In order to reduce the noise factor, some related activities can be practised to ensure maximum involvement of learners and ultimately, it reduces the disruptive noise. Identification of students in terms of their behaviour and seriousness towards learning paves the way for choosing appropriate teaching techniques which in turn helps to manage large writing classes having mixed ability students to achieve objectives of the course.
Exposure to Englishes in Listening Classrooms: The Perspectives Of Indonesian ESL Learners Reni Kusumaningputri
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.376 KB) | DOI: 10.30762/jeels.v7i1.1628

Abstract

Due to the global scale of English use, English as a lingua franca (ELF) is at play. Given this reality, exposes to different varieties of English rather than a single variety of English, preparing second language learners to Englishes is paramount for readiness to involve in ELF communication. This paper reports on the classroom instruction of exposing college listeners with Englishes via TED talks using a portfolio to find out how they see these varieties and what they can learn from them. Data were from records of portfolio and questions at the end of the instruction. Using general inductive analysis, there were three lessons learned from the instruction. Acknowledgement of many models of English, Englishes can be the ‘right’ English, and Englishes as a marker of identity were lessons observed to appear from the Englishes exposure. The exposes to Englishes also brought about complexities of wholehearted adoption to Indonesian accent. Pedagogical implications for classroom instructions are also made.
“English Learning Is Like…” : Metaphorical Perceptions of Prospective English Teachers About Language Learning Process Heri Mudra; Nurul Aini
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.979 KB) | DOI: 10.30762/jeels.v7i1.1710

Abstract

The present study aimed to examine the attitudes and types of metaphorical perceptions of male and female prospective English teachers (PETs) towards their English learning process. Elicitation sheet with the prompt “English learning is (like) … because …†was used to collect the data. The data were qualitatively analyzed by listing, naming, categorizing, and determining the metaphors. The results of the elicited metaphors reveal that male and female PETs’ attitudes towards English learning process include positive, negative, ambivalent, and neutral perceptions. Both male and female PETs viewed English learning in different attitudes. Male PETs generated more negative attitudes than the positive ones, while female PETs produced more positive attitudes than the negative ones. The findings also show that the metaphors were categorized into several types such as enjoyable activity, construction work, movement/journey, experience, planting/farming, exploration, and things. These types of metaphor imply the importance of the socio-cultural background of the learners. In conclusion, the metaphors help to determine appropriate strategies, methods, and materials for English teaching and learning.
Kurdish Students’ Attitudes Towards the Use Of Films In Teaching Literary Works In EFL Classroom Berivan M. A. Abdullah; Ivan H. Murad; Herjin F. Abdullah
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.28 KB) | DOI: 10.30762/jeels.v7i1.1431

Abstract

The current study investigates Kurdish students’ attitudes towards the use of films in teaching literary works at universities in the Kurdistan Region of Iraq. The study also highlights whether using films in teaching literary works is beneficial or not and what challenges are faced by them. The data were collected by using questionnaires and interviews from 60 students aged between 18-24 years old from both private and public universities. Out of 60 students, 15 were randomly chosen to be interviewed. Results show that some students consider teaching literary works using films is beneficial, as it encourages students to study and read more literary works and it also makes them actively interact with the content which helps them remember the events more effectively. However, the study also reveals that some Kurdish students consider teaching literary works using films is a waste of time, and this discourages interaction between students and their teacher. In addition, ‘boredom’ and ‘language difficulty’ are the other two major challenges faced by Kurdish students.
Women’s Right, A Call for Life: A Critical Discourse Analysis of Pres. Donald Trump’s Speech for the 2020 March for Life Juland D. Salayo
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.855 KB) | DOI: 10.30762/jeels.v7i1.1906

Abstract

Political ideologies and power are shaped by politicians’ manipulation of linguistic features that appeared in their public discourses. Employing transitivity system, this study investigated President Donald Trump’s speech during the 2020 “March for Life†to identify the transitivity processes and to determine how these processes are assimilated in the said discourse. Findings revealed that 126 transitivity processes are dominantly material, relational, and mental. Being the first US president who graced this event, material processes constructed a self-statement of initiatives and efforts in preserving human life and his attack on his political nemesis as threats to the preservation of the value and dignity of life. Relational processes have constructed life-protection ideas by valuing the significance of the children and the unborn. Trump’s feelings toward the dignity of life are shaped by mental processes by his direct association to the public as among the advocates of human life.  Ironically, transitivity processes have shown minimal involvement of women in his speech, contrary to the theme. Data prove that language employed in a public discourse builds power and ideologies that serve as the human framework to understand the mind of the speaker.
English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness Yusup Supriyono; Yuyus Saputra; Nita Sari Narulita Dewi
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (235.151 KB) | DOI: 10.30762/jeels.v7i1.1767

Abstract

This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.
Developing Android-Based English Vocabulary Learning Materials for Primary School Students Made Hery Santosa; I Putu Surya Pratama; I Nyoman Adi Jaya Putra
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.327 KB) | DOI: 10.30762/jeels.v7i1.1467

Abstract

This study intended to develop an android-based application for English vocabulary learning for primary school students. By implementing Design and Development design model, the researcher underwent three main stages namely; 1) Design, 2) Development, and 3) Evaluation. Through the use of questionnaires and interview guide, the needs were assessed. The results showed that the primary school students need more time to learn English and emphasize more on vocabulary learning. The primary school students need a smartphone application which provides vocabulary practice, test and entertainment about the topics learnt in the class. The smartphone application was developed in Android Package Kit (APK) format designed by using Microsoft Power Point. Contrasted to others, this smartphone application provides vocabulary practices, quizzes, and games for all topics that 4, 5, and 6 graders need to learn. The smartphone application was tested and evaluated by 5 English teachers and 2 technology experts to find out the quality. The results showed that the application has a very good quality and ready to be installed and used in Android smartphone. An effective use of the application with meaningful learning activities for vocabulary learning for young learners are strongly suggested.

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