Majapahit Journal of English Studies
Majapahit Journal of English Studies (MJES) is a peer-reviewed and open-access journal on teaching and learning English as a foreign and second language. The journal follows a double-blind review policy. The aim is to publish research-based articles having a deep discussion of the theories and practices of teaching and learning English as a foreign and second language. This journal connects conversational thoughts among English language practitioners and researchers with any interdisciplinary perspectives. The scope of MJES addresses English language teaching and learning areas in the context of English as a foreign and second language, including: ELT pedagogy and learning resources ELT and teacher professional development English language teachers training and education Innovation in ELT Language assessment Technology-based ELT Literacy education in ELT
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<![CDATA[A Correlational Study on The Relationship Between Students’ English Vocabulary Proficiency and Their Listening Habits in English Music ]]>
<![CDATA[Muhammad Baiqun Isbahi]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.2
<![CDATA[This study looked at the association between students’ listening habits to English music and their vocabulary knowledge. This was a quantitative study that used the correlation method. The population consisted of all second-semester students from a college in Mojokerto, which consists of two classes totaling 40 students. The sample consisted of 17 students chosen at random using the incidental sampling technique. The questionnaire and vocabulary test were used to collect data in this study. The questionnaire was used to collect information on students’ listening habits to English music, while the assessments were used to obtain information about students’ vocabulary competence. The researcher utilized Kendall’s tau b in the IBM SPSS Statistics 25 program for Windows to analyze the data. The study’s findings revealed a substantial association between students’ listening habits to English music and their vocabulary competence. Furthermore, there is a positive link with a moderate level of significance. As a result, pupils’ habit of listening to English music contributes to their vocabulary mastery.]]>
<![CDATA[A Critical Assessment of Teaching and Learning Experiences During the Era of The Covid-19 Pandemic: A Case Study ]]>
<![CDATA[Zuana, Muhammad Mujtaba Mitra]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.3
<![CDATA[The slow spread of Covid-19 was a big problem for the school system. This made a lot of experts want to look into cases from the time. But it’s unlikely that many studies have been done on how teaching and learning go in a classroom where phones are used. A classroom where phones are used as the main learning tool is called a phone-infused classroom. The goal of this study is to find out how people think about and use phones in the classroom. Three English teachers and 66 children at the Islamic Elementary School in Mojokerto were asked to fill out questionnaires and talk with a focus group. The researcher looked at the transcript and gave a qualitative descriptive study of the results. As a result of the research, three themes came to light: the effects on teaching practices, teachers’ and students' strengths and challenges, and teachers' and students' evaluations of worth. Overall, the use of phones in teaching and learning during the pandemic era has had both good and negative effects. Lastly, education during an outbreak must be seen as a community effort by the government, teachers, parents, and schools to improve the effectiveness of teaching and learning methods that use cell phones that have been hurt by the outbreak and make sure that students don't fall behind.]]>
<![CDATA[Instructional Design for Students with Visual Impairments in English Learning ]]>
<![CDATA[Wardhani, Norita Prasetya]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.8
<![CDATA[Mastering English has become an essential ability for students in higher education, particularly at the university level. As a result of this, every university offers an English program for students in the faculty or language center. However, not every learner, such as those with visual impairments, can learn English quickly. Students with visual impairment are students who have a visual disability, such as low vision or blindness. Students with visual impairments require a particular approach to English learning. This situation pushes lecturers to modify specific instructional designs in order to promote classroom activities. Students’ characteristics, learning objectives, technique, and assessment are four crucial components to consider when building instructional design for students with visual impairment. The design should be modified to accommodate their full inclusion in the classroom. It is predicted that by providing instructional design for students with visual impairments, they will be able to comprehend the material and boost their motivation to learn English. The purpose of this paper was to better understand acceptable instructional design for students with visual impairment. This paper also includes case studies from an Inclusion English Class at a university level, where students with visual impairment and sighted students study together. By examining this subject, it is expected that every lecture recognizes the basic features of students with visual impairment and selects the appropriate instructional design to accommodate all of the students’ characteristics. Instructional design, vision impairment, and English learning are some of the terms used in this study.]]>
<![CDATA[Investigating EFL Students’ Speaking Difficulties in Their Speaking for Social Objectives ]]>
<![CDATA[Azmy, Fikri Fuadi]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.9
<![CDATA[Speaking is an essential part of learning English. Speaking activities in class, on the other hand, provide a problem for students from various educational backgrounds, such as those from distant communities in Bengkayang, West Kalimantan. This study intends to investigate the speaking obstacles of students from Bengkayang, as these students frequently struggle when requested to practice in Speaking for Social Purposes (SFSP) lessons. This is a qualitative investigation. This study employed semi-structured interviews with seven Bengkayang students who had taken SFSP lessons to collect data. The collected data were examined using thematic analysis, in which the researcher analyzed and comprehended the thoughts or viewpoints expressed by the participants before categorizing the data based on their themes. The findings revealed some difficulties that the students encountered, such as a lack of self-confidence, pronunciation mistakes, and a lack of vocabulary. This study also offers students practical suggestions and strategies for overcoming some English-speaking challenges in comparable situations. Students can practice speaking using various media to overcome pronunciation issues. The Elsa app is one of the media options available to pupils. Students can read more books in English for fun to help with vocabulary issues. Future researchers can look into the speaking issues faced by other EFL students in other remote areas of Kalimantan or other large Indonesian islands to see if they are similar to those revealed in this study.]]>
<![CDATA[A Review of The Place of Listening in The L2 Learner Curriculum ]]>
<![CDATA[Suriaman, Aminah]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.10
<![CDATA[Listening chances are frequently described in second language studies as the linguistic environment - the stage for SLA. The speakers of the target language and their speech to the L2 learners give linguistic input in the form of listening and interaction opportunities embedded in social and pedagogical circumstances. It has been observed that three major conditions are required for a person to learn a second language: (1) a learner who recognizes the need to learn the second language and is motivated to do so; (2) a speaker of the target language who knows it well enough to provide the learner with access to the spoken language and the support (such as simplification, repetition, and feedback) they require for learning it; and (3) a social setting that brings the learner in frequently enough and sustainably. Listening is necessary under two of these conditions and is thus an important way of language development, which is frequently disregarded in language instruction and research. To acquire the language, the learner must come to grasp the input and pay attention to the forms in the input. The more input pupils receive from listening, the richer their knowledge becomes, and the more fluent they become. It is up to educators to plan and arrange listening in such a way that it brings the learner into frequent and sustained contact with target language speakers to make language learning possible.]]>
<![CDATA[Poetic Approach in Drama Script Study: Analysing Willy Loman’s Disappointments in Arthur Miller's Death of a Salesman in Teaching English as a Foreign Language Context ]]>
<![CDATA[Seli, Sastika]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
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DOI: 10.69965/mjes.v1i1.11
<![CDATA[This article describes and explains how Culler’s (1997) poetics in the study of literature can be used to gain literary competency for the teaching of literature in an English as a foreign language (EFL) environment. The use of this strategy is discussed using one of the most famous play scripts in American literature: Arthur Miller's Death of a Salesman. Following Culler's poetics technique, the study focuses on one of the themes present in the play script: Willy Loman's (the main character) disappointments, which make up the majority of the story with a dramatic ending: Willy's decision to commit suicide. This article seeks to persuade EFL teachers who study literature to take Culler's side and use poetics as the beginning point for a literature study in order to increase their students’ literary ability.]]>
<![CDATA[A Correlational Study on The Relationship Between Students’ English Vocabulary Proficiency and Their Listening Habits in English Music ]]>
<![CDATA[Muhammad Baiqun Isbahi]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
Show Abstract
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Original Source
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Check in Google Scholar
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DOI: 10.69965/mjes.v1i1.2
<![CDATA[This study looked at the association between students’ listening habits to English music and their vocabulary knowledge. This was a quantitative study that used the correlation method. The population consisted of all second-semester students from a college in Mojokerto, which consists of two classes totaling 40 students. The sample consisted of 17 students chosen at random using the incidental sampling technique. The questionnaire and vocabulary test were used to collect data in this study. The questionnaire was used to collect information on students’ listening habits to English music, while the assessments were used to obtain information about students’ vocabulary competence. The researcher utilized Kendall’s tau b in the IBM SPSS Statistics 25 program for Windows to analyze the data. The study’s findings revealed a substantial association between students’ listening habits to English music and their vocabulary competence. Furthermore, there is a positive link with a moderate level of significance. As a result, pupils’ habit of listening to English music contributes to their vocabulary mastery.]]>
<![CDATA[A Critical Assessment of Teaching and Learning Experiences During the Era of The Covid-19 Pandemic: A Case Study ]]>
<![CDATA[Zuana, Muhammad Mujtaba Mitra]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.69965/mjes.v1i1.3
<![CDATA[The slow spread of Covid-19 was a big problem for the school system. This made a lot of experts want to look into cases from the time. But it’s unlikely that many studies have been done on how teaching and learning go in a classroom where phones are used. A classroom where phones are used as the main learning tool is called a phone-infused classroom. The goal of this study is to find out how people think about and use phones in the classroom. Three English teachers and 66 children at the Islamic Elementary School in Mojokerto were asked to fill out questionnaires and talk with a focus group. The researcher looked at the transcript and gave a qualitative descriptive study of the results. As a result of the research, three themes came to light: the effects on teaching practices, teachers’ and students' strengths and challenges, and teachers' and students' evaluations of worth. Overall, the use of phones in teaching and learning during the pandemic era has had both good and negative effects. Lastly, education during an outbreak must be seen as a community effort by the government, teachers, parents, and schools to improve the effectiveness of teaching and learning methods that use cell phones that have been hurt by the outbreak and make sure that students don't fall behind.]]>
<![CDATA[Instructional Design for Students with Visual Impairments in English Learning ]]>
<![CDATA[Wardhani, Norita Prasetya]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
Show Abstract
|
Download Original
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Original Source
|
Check in Google Scholar
|
DOI: 10.69965/mjes.v1i1.8
<![CDATA[Mastering English has become an essential ability for students in higher education, particularly at the university level. As a result of this, every university offers an English program for students in the faculty or language center. However, not every learner, such as those with visual impairments, can learn English quickly. Students with visual impairment are students who have a visual disability, such as low vision or blindness. Students with visual impairments require a particular approach to English learning. This situation pushes lecturers to modify specific instructional designs in order to promote classroom activities. Students’ characteristics, learning objectives, technique, and assessment are four crucial components to consider when building instructional design for students with visual impairment. The design should be modified to accommodate their full inclusion in the classroom. It is predicted that by providing instructional design for students with visual impairments, they will be able to comprehend the material and boost their motivation to learn English. The purpose of this paper was to better understand acceptable instructional design for students with visual impairment. This paper also includes case studies from an Inclusion English Class at a university level, where students with visual impairment and sighted students study together. By examining this subject, it is expected that every lecture recognizes the basic features of students with visual impairment and selects the appropriate instructional design to accommodate all of the students’ characteristics. Instructional design, vision impairment, and English learning are some of the terms used in this study.]]>
<![CDATA[Investigating EFL Students’ Speaking Difficulties in Their Speaking for Social Objectives ]]>
<![CDATA[Azmy, Fikri Fuadi]]>
<![CDATA[ Majapahit Journal of English Studies Vol. 1 No. 1 (2023): English Teaching and Learning ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Bustanul Ulum Mojokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.69965/mjes.v1i1.9
<![CDATA[Speaking is an essential part of learning English. Speaking activities in class, on the other hand, provide a problem for students from various educational backgrounds, such as those from distant communities in Bengkayang, West Kalimantan. This study intends to investigate the speaking obstacles of students from Bengkayang, as these students frequently struggle when requested to practice in Speaking for Social Purposes (SFSP) lessons. This is a qualitative investigation. This study employed semi-structured interviews with seven Bengkayang students who had taken SFSP lessons to collect data. The collected data were examined using thematic analysis, in which the researcher analyzed and comprehended the thoughts or viewpoints expressed by the participants before categorizing the data based on their themes. The findings revealed some difficulties that the students encountered, such as a lack of self-confidence, pronunciation mistakes, and a lack of vocabulary. This study also offers students practical suggestions and strategies for overcoming some English-speaking challenges in comparable situations. Students can practice speaking using various media to overcome pronunciation issues. The Elsa app is one of the media options available to pupils. Students can read more books in English for fun to help with vocabulary issues. Future researchers can look into the speaking issues faced by other EFL students in other remote areas of Kalimantan or other large Indonesian islands to see if they are similar to those revealed in this study.]]>
