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[Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model ]]>
<![CDATA[Anita Galuh Sri Hapsari]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v7i2.2133
<![CDATA[This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.]]>
<![CDATA[Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities ]]>
<![CDATA[Arif Nugroho]]>;
<![CDATA[Arief Eko Priyo Atmojo]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v7i2.1993
<![CDATA[The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.]]>
<![CDATA[Oral Peer Feedback in A Flipped Speaking Job Interview Class: Practice And Learners’ Attitudes ]]>
<![CDATA[Sumardi]]>;
<![CDATA[Khairani Dian Anisa]]>;
<![CDATA[Lailatun Nurul Aniq]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v7i2.2001
<![CDATA[Since flipped learning facilitates student-centered approach, it is necessary to administer such assessment which involves students’ participation. As the assessment as learning, peer feedback facilitates students to offer and receive comments from their peers. The present study aimed at investigating the practice and students’ voices of peer feedback in their flipped speaking job interview class. Twelfth graders of a state vocational high school in Indonesia (n=30) participated in this case study. The data gathered from the result of observation, student questionnaire, and semi-structured interview. The study indicated that students had a positive attitude toward peer feedback. It fostered more interaction with peers resulting in a more dynamic atmosphere. Moreover, students perceived peer feedback as a useful activity to locate their errors and learn strategies to soften their comments. The study serves as a guideline for applying peer feedback in the speaking area utilizing flipped instruction.]]>
<![CDATA[An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment ]]>
<![CDATA[Moh. Arif Mahbub]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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[Nancy Agatha Florida]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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[Wan Noor Miza Wan Mohd Yunus]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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[Siti Jannatussholihah]]>;
<![CDATA[Ashadi]]>;
<![CDATA[Erna Andriyanti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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[Ika Hidayanti]]>;
<![CDATA[Eko Suhartoyo]]>;
<![CDATA[Kurniasih]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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[Nanang Zubaidi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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[Adaninggar Septi Subekti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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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.]]>
