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Journal of English Education
Published by CV. Doki Course and Training
ISSN : 30249902     EISSN : 29886511     DOI : https://doi.org/10.61994/jee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Education is a scientific journal published by CV. Doki Course and Training. The papers to be published in JEE are research articles (Qualitative, Quantitative and Mix Method Approach), literature studies or original ideas that are considered to contribute to scientific studies of English Education. It covers problems in English education such as English Language Pedagogy, English language Literacy, English for Specific Purposes, ELT Materials Development and Evaluation, English Language Testing and Assessment, Teaching English to Young Learners, English Literature, Language Policy and Planning, and Second Language Acquisition.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 26 Documents
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The Students' Perceptions of Bee Application in Learning Speaking at the Eleventh Graders Yuniarti, Vyna; Dona, Dwi
Journal of English Education Vol. 3 No. 1 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i1.894

Abstract

This study investigates the effectiveness of the Bee Application, a mobile-assisted language learning (MALL) tool, in enhancing speaking skills and engagement among the eleventh graders of 200 students at SMA Negeri 7 Prabumulih. The aim was to evaluate user satisfaction, usability, and improvements in speaking proficiency. A quantitative method with a survey approach was employed, utilizing data collected from questionnaires and total sampling method to provide a comprehensive analysis of the application’s impact. Results indicated a significant 30% improvement in students' speaking skills, with usability scores averaging 4.5 out of 5. Additionally, 75% of participants reported increased motivation to practice English, attributing their engagement to the application's interactive and gamified features. However, challenges such as technical issues and a desire for more diverse content were identified, necessitating further development. These findings underscore the positive effects of MALL applications on language acquisition. In conclusion, the Bee Application shows promise as an effective educational tool, and ongoing enhancements are recommended to address identified challenges and maximize its potential in language learning.
Bridging Gaps in English Writing: Syntactic, Lexical, Discourse, and Cognitive Challenges among Thai University Students Delgado, Don August
Journal of English Education Vol. 3 No. 1 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i1.902

Abstract

Writing in English is widely regarded as the most demanding communicative ability among Thai undergraduates because it requires simultaneous control of grammar, lexis, rhetorical organization, and content, while also mobilizing the cognitive processes used in listening, reading, and speaking. To identify how this competence can be strengthened, the present quantitative study investigated eighty students whose degree programmes are delivered exclusively in English, making them an appropriate cohort for analysing difficulties in four domains: (1) syntactic competence, (2) lexical competence, (3) discourse competence, and (4) cognitive competence. Descriptive statistics, one-way analysis of variance (ANOVA), and Pearson correlation were applied. Self-assessment data revealed strong positive correlations among all competence indicators on both ANOVA and Pearson tests, suggesting that perceived proficiency in one domain is closely linked to proficiency in the others. Reported writing challenges similarly showed significant interrelationships through Pearson analysis, yet ANOVA detected no significant group differences, indicating wide individual variation. When overall self-assessed competence was correlated with overall perceived challenges, the Pearson coefficient showed no meaningful relationship, implying that students who feel highly competent may still experience specific obstacles, and vice versa. These findings highlight the need to reassess and refine pedagogical approaches to English writing for Thai university learners, with targeted, domain-specific support aimed at integrating syntactic, lexical, discourse, and cognitive skills to foster balanced, sustainable growth in academic writing performance. Therefore, curriculum designers, language teachers, and policymakers should collaborate in developing adaptive writing curricula informed by data-driven insights.
Cross-Linguistic Insights into Idiomatic Expressions: A Case of Human Body Idioms in English and Indonesian Sulaiman, Masagus; Syahri, Indawan; Fadhilah, Mutiara
Journal of English Education Vol. 3 No. 1 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i1.950

Abstract

Idiomatic expressions are essential parts of natural language use, helping speakers express complex ideas, emotions, and cultural values more effectively. However, they can pose difficulties for language learners due to their figurative nature and cultural dependency. This study aimed at finding out the similarities and differences between English and Indonesian idiomatic expressions. of human body. In this study, the researchers used a qualitative research design. The documentation technique was used to collect the data from primary and secondary data sources related to English and Indonesian Idiomatic expression books and journal. To analyse the data, thematic analysis was applied. The results showed that there were seventeen similarities in terms of nine in meanings and eight in forms, as well as six differences in word choices in terms of three in meanings and three in forms.  In conclusion, the similarities between English and Indonesian idiomatic expressions. of human body make no problems for students to learn English and Indonesian idiomatic expressions. Yet, the differences between English and Indonesian idiomatic expressions. of human body make students difficult to learn English and Indonesian idiomatic expressions.
Read and Understand: How a Simple Strategy Transforms Pupils’ Reading Skills Cabiera, Ma. Arabella Avril I.; Aurellano, Jesus O.; Bacnat, Hashlyn Joy T.; Cacuyong, Florence D.; Palaspas, Christine Mae D.; Fernando, Madeline
Journal of English Education Vol. 3 No. 1 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i1.1118

Abstract

This research examined the effectiveness of the READ (Read, Examine, Analyze, and Deliver) strategy in enhancing reading comprehension among Grade IV pupils. A total of 45 participants were purposively selected from Caraitan Integrated School, Nagrebcan Elementary School, Mariano Marcos Memorial Elementary School, and Garnaden Elementary School in Ilocos Norte, Philippines, based on their low pre-assessment scores. The primary objectives were to assess pupils’ reading comprehension levels through a pretest and to explore their learning experiences and improvements after the strategy’s implementation. A mixed-methods research design was employed. Quantitative data were collected from pretest and posttest results and analyzed using descriptive statistics. Qualitative data, obtained from interviews and pupils’ journals, were analyzed thematically. The findings indicated a marked improvement in reading comprehension of English stories following the application of the READ strategy. The posttest mean score (13.64) substantially exceeded the pretest mean score (5.80), resulting in a significant mean difference of 7.84. Thematic analysis revealed key insights into pupils’ learning experiences, highlighting increased engagement, improved comprehension skills, and greater reading confidence. Pupils reported that the strategy’s structured, step-by-step process facilitated deeper understanding of texts and fostered active participation in reading activities. In conclusion, the READ strategy proved to be a highly effective pedagogical approach for improving reading comprehension among elementary pupils, particularly those with initially low proficiency levels. The integration of quantitative gains and qualitative feedback underscores its potential applicability in broader educational contexts to promote literacy development in primary education.
From Silent Learners to Confident Speakers : The Effect of AI Voice Chat with ChatGPT on EFL Speaking Skills Salsabil, Aisyah Diah; Rakhmawati, Lathifa Aliya; Febtwenesty
Journal of English Education Vol. 3 No. 1 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i1.1137

Abstract

The integration of artificial intelligence tools such as ChatGPT into English as a Foreign Language (EFL) instruction has gained increasing attention for its potential to enhance speaking skills. This study explores EFL students’ perceptions and experiences regarding the use of ChatGPT to develop English-speaking proficiency. This research used mix method with the 60 students at eleventh grade of SMAN 10 Palembang as sample for quantitative, and 5 participants as randomize as participants for the qualitative, to collecting the data used t-test and interview and analysisng data used paired and independents sample t-test and thematic analysis. The findings indicate that students generally perceive ChatGPT positively, reporting improvements in fluency, vocabulary, grammar, and confidence during spoken interactions. ChatGPT’s ability to provide personalized feedback, simulate real-time conversations, and create a low-anxiety environment contributes to its pedagogical value. However, issues such as cognitive load, technological dependence, and limited contextual understanding also emerged as concerns. This study underscores the importance of aligning AI tools with instructional design and learner needs to optimize their effectiveness. It contributes to the growing body of literature on AI in education and offers insights for educators, policymakers, and curriculum designers aiming to incorporate ChatGPT into EFL speaking instruction.
Gemini AI as a Writing Catalyst: Boosting Fluency, Coherence, and Confidence in EFL Composition Hasanah, Evi; Nurul Azizah, Siti; Febtwenesty, Febtwenesty
Journal of English Education Vol. 3 No. 2 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i2.1134

Abstract

Google now has its own AI, Gemini AI, which can be used in various sectors of the learning education, industry, medicine, science and can still be explored more. In this study investigates how Gemini AI will impact on students' learning of writing skills, effectiveness, advantages and disadvantages in language learning. The researchers used the quasi-experimental method for 60 students from the eleventh grade in senior high school 10 Palembang. The result of this study indicate that the use of Gemini AI can serve as an effective tool in improving students' writing skills, provided that its use is done judiciously and under the supervision of teachers. It is important to maintain a balance between the utilization of technology and the development of students' natural abilities. Teachers have a crucial role in guiding students not only to rely on AI, but also to develop their creativity and writing skills independently. We can concluded that the use of Gemini AI has a significant impact on the writing skills of eleventh grade students at SMAN 10 Palembang. Students who engaged in learning with the help of Gemini AI showed more significant improvement in writing skills compared to students who were not taught using Gemini AI. This improvement was seen in various aspects, including writing structure, language grammar, coherence, and vocabulary selection.

Page 3 of 3 | Total Record : 26

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