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INDONESIA
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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Exploring EFL Students’ Speaking Challenges in Their Speaking for Social Purposes Elisathusilawani, Elisathusilawani
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.v9i1.28010

Abstract

Speaking is a crucial aspect when we learn English. However, speaking activities in class is a challenge for students from different educational backgrounds, such as those from remote areas in Bengkayang, West Kalimantan. This study aims to explore the speaking challenges of Bengkayang students in the Speaking for Social Purposes (SFSP) classes at the English Language Education Program, Universitas Kristen Satya Wacana (UKSW). To collect the data, this study used semi-structured interviews that involved seven students from Bengkayang who had taken SFSP classes. The data analysis indicated some challenges faced by the students, such as a lack of self-confidence, pronunciation errors, and lack of vocabulary. This research also hopes to provide practical tips and tricks for students in overcoming some English speaking difficulties in similar contexts. Recommendations for future research are also discussed. Keywords: EFL students, speaking for social purposes, speaking challenges
Exploring Students’ Attribution: Why Did Students Fail in Their Online Basic Grammar Class? - Lestari, Putri Indah
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.v9i1.28046

Abstract

Grammar is one of the crucial components that must be mastered by English as a Foreign Language (EFL) students when they want to learn English. Undoubtedly, many students think grammar is quite challenging to understand and master. In an English Language Education Program at a private university in Central Java, Indonesia, many EFL students failed their Basic Grammar classes. Therefore, this study aims to explore the EFL students’ attributions or reasons for their failure in their Basic Grammar class. The data were gathered through a semi-structured interview with five EFL students who failed their Basic Grammar class. My preliminary results indicate some factors that cause them to fail in their Basic Grammar classes, such as the lack of knowledge, internet connection, and students’ factors. Recommendations for future research are discussed.
Exploring EFL Students’ Success Attributions in an Online Academic Listening Class Suwandi, Ruth Cinthya
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.v9i1.28069

Abstract

Listening is one of the important skills in English as a Foreign Language (EFL) learning and also plays an essential part in the learning process. Even though listening is vital, many EFL students feel that listening is one of the most challenging skills to learn, specifically when dealing with academic listening. This study explores attributions that help students succeed in their academic listening class that was conducted in an online learning environment. The researcher conducted a semi-structured interview with five university students at a private university in Central Java, Indonesia. The findings found out that teacher’s roles, self-efficacy and motivation and the use of technology in online learning help students to pass and gain good grades in an online Academic Listening class. The results are expected to benefit EFL teachers in finding practical ideas to enhance their students’ motivation in the academic listening class and EFL students in finding ways to be successful in their academic listening class. Practical recommendations for EFL teachers and students as well as directions for future research are presented.
Online Learning Engagement in an EFL Writing Coursework: An Undergraduate Student’s Voice Qatrunnida, Muthiah; Ardini, Anandayu Suri
Journal of English and Education (JEE) Vol. 9 No. 2 (2023): VOLUME 9 NO 2 NOVEMBER 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i2.26235

Abstract

This research aims to analyze the engagement of an EFL learner during an online writing course. The participant was a semester 3 student of English Education Department who had some experience and a great interest in writing skills in one of the universities in Indonesia. The data were collected through semi-structured interview and then were analyzed using thematic analysis. The finding shows that the participant has the three key aspects of learning engagement, there is behavioral, emotional, and cognitive engagement in the writing online courses. Though the participant had obstacles when involved in collaborative learning, she still managed to engage well in the online writing course in general. Thus, this study concluded that EFL learners who perform well in online collaborative writing tasks are more likely to have great engagement in online learning courses.  
Practicing Intertextuality in English as a Foreign Language: An Indonesian EFL Learner’s Experiences Arlita, Chintya; Prasetya, Willy
Journal of English and Education (JEE) Vol. 10 No.1 (2024): VOLUME 10 NO 1 MAY 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i1.28239

Abstract

The existing studies on intertextuality In Indonesia mainly focuses on the contexts of mass media and literature, so little is known about intertextuality within the context of higher education, not to mention the one involving multiple languages including English. The present study explored intertextuality practices of an Indonesian EFL learner. The data were collected through semi-structured interviews and analyzed thematically. The findings pointed out that the participant’s ability to practice intertextuality was highly influenced by his well-developed reading habit. Furthermore, it was indicated that intertextuality practices helped the participant better understand texts and their underlying aspects, find connection of texts with other discourses, and establish relevance of texts within real-life settings. By discussing how an Indonesian EFL learner practiced his intertextuality for academic and non-academic purposes in higher education, this study may provide as an empirical contribution for the growing body of research on intertextuality practices in Indonesia.
Action Research: Video-assisted Guided Conversation to Enhance Senior Secondary Students’ Speaking Skill Hidayati, Dewi Syaroh
Journal of English and Education (JEE) Vol. 9 No. 2 (2023): VOLUME 9 NO 2 NOVEMBER 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i2.28978

Abstract

In reality, many English learners find it difficult to speak and to express their idea in English. Knowing less vocabulary, lack of self confidence, and pronunciation’s error have mostly become the most popular reasons of the students to always keep their briliant ideas to speak. It was proven by the current research at one of senior secondary school in Jember which the students also have the same problems as mentioned above. Therefore, the objective of this research was to enhance senior secondary students’ speaking skill. The researcher employed classroom action research as the research design. This research was conducted at one of senior high schools in Jember, East Java, Indonesia. The data were collected from 18 students in one class and from one cycle of teaching which consisted of five sessions. The cycle covered four stages, including plan, action, observation, and reflection. The result of this research showed that the students’ speaking skills were improved for nineteen percents (19%) after the implementation of video-assisted guided conversation. It was validated by the students’ average score which has improved from sixty seven to eighty. It indicates that the use of video-assisted guided conversation could enhance students speaking skills.
Students' Viewpoints Toward Part of Speech as the Fulcrum of Grammar Hustiana
Journal of English and Education (JEE) Vol. 9 No. 2 (2023): VOLUME 9 NO 2 NOVEMBER 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i2.31087

Abstract

This study concerned with students’ viewpoints toward part of speech which attempted to figure out the students’ viewpoints about parts of speech, to explore students’ problems in learning parts of speech, and to reveal the students’ strategies to be acquainted with part of speech. This research was a qualitative study where the data were collected by interview. The subjects of this research were 28 students (15 females and 13 males) in the third semester, English Education Department at Faculty of Training and Education of a State University in West Sulawesi who were chosen randomly. All of the students were interviewed about their viewpoints about parts of speech. Based on the result of the research, the researcher found that some students misunderstood the definition of part of speech, and some of them understand it. The students were found to have problems in learning parts of speech such as being less practice, not mastering the parts of speech well, lack of vocabulary, and inability to differentiate parts of speech, as well as lack of understanding. In the mean time, the students’ way to become familiar with parts of speech was by memorizing the word classes, knowing the characteristics of the word, paying attention to the position of the word in a sentence, knowing the meaning of the word, guessing the word, and looking at the word before and after in a sentence or text. The result of the study could be useful for future lectures about parts of speech.
Assessing English Learning Motivation among Thai University Students: A Cross-Faculty Perspective Hendrajaya, Muhammad Reza
Journal of English and Education (JEE) Vol. 9 No. 2 (2023): VOLUME 9 NO 2 NOVEMBER 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i2.31128

Abstract

This study delves into Thai university students' motivation to learn English as a Foreign Language (EFL). The research involved 33 participants from a Thai research university, with 15 students from the Faculty of Engineering (EG) and 18 from the Faculty of Liberal Arts (LA). The main objectives were to (1) identify the primary motivation underlying students' willingness to learn English, (2) identify the differences in motivation between EG and LA students, and (3) verify that students' milieu has a role in their motivation. The study employed a questionnaire on attitudinal constructs—integrative and instrumental motivation. Additionally, three open-ended questions were used. Results revealed that (1) both student groups displayed higher scores in integrative motivation, (2) while no significant differences were observed in motivation underlying students' willingness to learn English, LA students exhibited higher scores in both motivations compared to EG students, and (3) milieu played a pivotal role in shaping students' motivation to learn English. Furthermore, this study has significant implications for educators, emphasizing the necessity of acknowledging and addressing students' unique motivations and goals across various majors. While both groups exhibit integrative motivation, instrumental motivation provides additional support.
An Indonesian Secondary English Teacher’ Strategies to Accommodate Computer Mediated Communication for Group Discussions: An Interview Study Oktaviani, Nadhifa Dwi; Sadiq, Nizamuddin
Journal of English and Education (JEE) Vol. 9 No. 2 (2023): VOLUME 9 NO 2 NOVEMBER 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i2.31139

Abstract

Numerous scholarly inquiries have been dedicated to exploring the advantageous consequences of implementing computer-mediated communication (CMC) for the purpose of orchestrating online group discussions. However, there is a paucity of empirical evidence elucidating how educators adapt to the use of CMC in the context of online group deliberations. The present research delves into the experiences of an English teacher in an Indonesian secondary school who employed CMC as a pedagogical tool. Grounded within the qualitative research paradigm, this study conducted unstructured in-depth interviews and subsequently subjected the interview transcripts to thematic analysis. The resultant findings shed light on several pivotal aspects of the teacher's role in CMC-enhanced online group discussions, which encompass the activation of students' creative faculties, the fostering of students' self-regulation of learning, the cultivation of a conducive learning environment, the advocacy for technological integration, and the effective management of assessment procedures in the online group discussion setting. Conclusively, this research posits that the incorporation of computer-mediated communication in online group discussions bears substantial educational advantages, as it affords students with alternative avenues to harness their skills and technology, thereby facilitating interpersonal exchanges among students and between students and educators.
Question Types on Reading Comprehension in TOEFL Test: An Implication in Teaching Reading TOEFL to Students Fitria, Tira Nur
Journal of English and Education (JEE) Vol. 10 No.1 (2024): VOLUME 10 NO 1 MAY 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i1.33363

Abstract

Reading section in TOEFL is challenging because there are many texts and test items to be completed in a relatively short time. Thus, test-takers should read quickly and precisely. This study describes the types of reading comprehension in Pre-Test and Post-Test TOEFL and its implications in teaching reading TOEFL. This research is descriptive and qualitative. The result analysis shows that several types of reading questions in Pre-Test and Post-Test TOEFL are 1) idea of passage questions, 2) directly answered questions, 3) indirectly answered questions, 4) vocabulary questions, and 5) overall review questions. When teaching TOEFL reading to students, it is important to employ several general strategies. These include introducing the various categories of reading questions, followed by questions that refer to specific sentences in the reading. Additionally, providing explanations on how to answer the questions is essential for effective comprehension. The TOEFL reading teaching strategy involves introducing various types of reading questions, and exercises that refer to certain sentences in the reading, as well as providing explanations on how to answer the questions. Through this approach, students can gain a better understanding of the structure and types of questions that may appear in the TOEFL exam.

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