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Journal of English and Education
Published by Universitas Islam Indonesia
ISSN : 1978371X     EISSN : 28300947     DOI : doi.org/10.20885/jee
Core Subject : Education,
Education
Arjuna Subject : -
Articles 148 Documents
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Students’ Perception on Academic Dishonesty in a Senior High School Fadila, Safira Ardya Pelita
Journal of English and Education (JEE) Vol. 8 No. 1 (2022): VOLUME 8 NO 1 MAY 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i1.23293

Abstract

This study aims to identify students’ perceptions and knowledge related to Academic Dishonesty (AD), specifically plagiarism and cheating. This is a survey study. The data were collected using an adapted questionnaire developed by Ledesma (2011); the data were gathered from students whose school applies academic integrity as the basic rules. Nine statements in four domains are included in the questionnaire. Non-probability sampling technique was used in this survey study by involving 122 respondents from various senior high schools. The result shows that students do not perceive Academic Dishonesty (AD) as misconduct. Out of 9 examples of AD, most of the participants agree that cheating is only when they copy their peers’ exact answers on a certain test. Meanwhile, they tend to discount other statements as a form of AD. This research could be an underlying base for stakeholders to know the students’ perception of AD, which eventually will help implement the Indonesia Ministry of Education’s character-building program.
Unveiling Attitude and Motivation of English Education Students toward English Hardianti, Meisela; Murtafi'ah, Banatul
Journal of English and Education (JEE) Vol. 8 No. 1 (2022): VOLUME 8 NO 1 MAY 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i1.23672

Abstract

English learning is often influenced by several aspects such as attitude and motivation. In fact, not all the students from the English Education Department have a positive attitude and motivation toward the major they are studying. While many studies have been conducted on attitude and motivation among secondary and university students, rarely have we seen a similar study for English Education Department students. Therefore, this study aims to determine English Education students’ attitudes and motivation in learning English. This was a survey study with 183 students participating in this study. This study used a modified version of AMTB (Attitude and Motivation Test Battery) from Gardner to collect the data. The recent version was adapted from Imsa-Ard (2020). There were 34 questions; the questionnaire was divided into five aspects (i.e., personal, emotional, educational, professional, and parental). The data were then analyzed by using SPSS and Microsoft Excel. The results show that English Education students have a positive attitude and motivation toward English. The overall results revealed that the English Education students in this study are highly motivated in the professional aspect. This implied that the professional atmosphere in these institutions should be maintained as it could boost students’ attitudes and motivation.
The Experiences of Learning Engagement by Successful Pre-service Teachers during Teaching Internship Program Al Mubarokah, Laelah; Pradita, Intan
Journal of English and Education (JEE) Vol. 8 No. 1 (2022): VOLUME 8 NO 1 MAY 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i1.23773

Abstract

Pre-service teachers’ (PST) learning engagement in online learning as the contributing factor in determining students’ successful learning was less elaborated. It is important to explore the process of having meaningful learning engagement experiences. This study aims at elaborating on how learning engagement and meaning making, as experienced by two pre-service teachers, inspired them to successfully teach online in a variety of student contexts with the tools provided. The participants of this study were two pre-service teachers who participated in teaching internships as a mandatory program from their university. The type of this study was qualitative and was then analyzed by narrative analysis. Through multiple interviews and three months of Instagram stories, this study found two pre-service teachers employed learning engagement, especially cognitive engagement, in their distance learning process. The finding was elaborated into two themes; (1) cognitive engagement as a meaningful experience and (2) shared responsibility to achieve behavioral engagement.
Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study Hapsari, Astri; Fatmasari, Tiara Ayu
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.24333

Abstract

This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.
Code-Mixing in WhatsApp Group Discussions of Online English Classes Rahmawati, Lina; Sholeha, Mar'atus; Rizka, Haira
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.24374

Abstract

The COVID-19 pandemic has forced the educational world to switch from offline classes to online classes. Limited access to the internet has encouraged many people to use WhatsApp to teach instead of academic platforms. Although WhatsApp is not designed for educational purposes, many teachers prefer using it to conduct online discussions, including in English classes. This new model of communication using WhatsApp for English classes has resulted in the interesting phenomenon of code-mixing. This paper aims to investigate the types and functions of code-mixing used in WhatsApp groups of online English classes. This study employed a qualitative method. The sample of this research was conversations between the lecturers and students in WhatsApp group chats of online English classes during the pandemic. The data were collected through observation. The collected data were then analyzed by using textual analysis. This study revealed three types of code-mixing used in online English classes on WhatsApp group chats: insertion, alternation, and congruent lexicalization. Next, this study found five functions of code-mixing in online English classes on WhatsApp group chats: quotation, address specification, interjection, message qualification, personalization, and objectification. Address specification, personalization, and objection were dominantly found because specific sentences frequently refer to people, things, or arguments during discussions on WhatsApp group chats.
From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School Marwan, Hesty Ferdalina
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25703

Abstract

Motivation is believed to play a vital role in successful second language (L2) learning. Over the past five decades, L2 motivation theory has evolved significantly from static to more dynamic perspectives. This article reviews the four major second language (L2) motivation research phases (i.e., the social psychological period, the cognitive-situated period, the process-oriented period and the current socio-dynamic period); and contemplates the application of some motivational models that are relevant to a specific pedagogical context in an International Baccalaureate (IB), bilingual school in Indonesia, such as such as the instrumental motivation, the process-oriented model, the L2 Motivational Self System, and motivational teaching practices.
Reading Anxiety Among Junior High School Students in Mataram: A Survey Study Kharismanto, Arif Nugroho; Farani, Rizki
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25713

Abstract

This study aims to identify reading anxiety among junior high school students. The research design employed a quantitative approach in the form of a survey study. There were 80 respondents who were willing to participate in this study. The respondents were students from one of junior high schools in Mataram, Indonesia.  All respondents were students from grades 8 and 9. To collect the data, this study adapted a questionnaire from Ahmad et.al. (2013) which consists of five domains of reading anxiety, i.e., (1) lack of vocabulary, (2) unfamiliar topic, (3) unfamiliar culture, (4) afraid of making errors, and (5) worry about reading effects. Based on the results, the statement with the highest score is “I enjoy reading a text in English text in English when I know its translation” (M=4.15; SD=.730). Meanwhile, the statement with the lowest score is “In reading aloud in the class I do not understand the text even though it is easy” (M=3.00; SD=1.055). The data imply that the most significant factor in students’ reading anxiety is lack of vocabulary and the least factor is worrying about reading effects.
Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare Kurniawati, Atin
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25740

Abstract

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.
Advanced Writing Courses through Online Learning: Thai EFL Learners’ Perception Kirana, Satwika Nindya; Gupta, Yash Munnalal
Journal of English and Education (JEE) Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MAY 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28001

Abstract

The study aims at analyzing Thai students’ perception as EFL learners on advanced writing courses taught and learned online. The participants are 100 Nakhon Sawan Rajabhat University students in Year 3 and 4 majoring in English, English Education, and English for Business Communication. The participants have experienced online writing courses in Research Report Writing, Essay Writing, Creative Writing, and Business Writing subject. The data were collected using a survey and an in-depth interview to 20 of the participants. The results show that the challenges that the students face in learning advanced writing courses online outweigh the advantages. The students’ main problem were the difficulty in comprehending the lessons and the teachers’ explanations as well as the feedback. The second challenge were the poor internet connection. They are problems due to the lack of skills and technical devices. The other problem was due to the more workload in having an online advanced writing courses. And finally the last problem is that online classes make the learners feel alienated, disengaged, and demotivated. Besides the problems faced, the learners admitted that learning advanced writing online provides more flexible time in constructing the pieces of writing and they feel less pressured in writing since the teachers do not supervise them in person.
Exploring Students’ Competences in Building Effective Online Learning during COVID-19 Pandemic Farani, Rizki
Journal of English and Education (JEE) Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MAY 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28004

Abstract

COVID-19 outbreak has caused some significant learning issues for students, such as internet connections, digital competence, heavy workloads, distraction, and difficult time management. However, there is still limited exploration on how students survived in online learning. To fill the void, this study aims to explore specifically how students completed their assignments in pandemic. The method focused on discourse content analysis to investigate students’ personal reflection. There were 22 undergraduate students who shared their reflective notes as main data. Supporting data were obtained from observation in Zoom meeting, WhatsApp group and Google Classroom. All data were analyzed by using COVID-19 Online Learning (CoOL) conceptual framework which includes three inputs: 1) students’ interaction, 2) instructors’ course design and 3) institutions’ facilities. Based on the results, interaction and course design play a significant role in achieving learning goals. They created a careful plan, studiedindependently, collaborated with peers, and consulted their work to the teachers. At the end of the semester, they gained new insight about knowledge and teamwork skills. In conclusion, students were able to survive online learning during the pandemic. Furthermore, teachers’ role is to enhance their effort by providing guidelines and feedback.

Page 12 of 15 | Total Record : 148

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