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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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The Influence of Using “THIEVES” Strategy on Junior High School Students’ Reading Comprehension Islami, Yanda; Aisah, Siti; Sidik, Ezis Japar
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.v10i1.33400

Abstract

Though reading in English is an imperative skill for students, teaching reading somehow still becomes a problem. This research aimed to investigate the influence of using the THIEVES (Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End-of-chapter questions, and Summary) strategy on reading comprehension among the eighth-grade students of a junior high school at Serang, Banten, Indonesia. This is a quasi-experimental study, specifically a non-equivalent control group design which aims to compare the outcomes between an experimental group (n= 33) that received the THIEVES Strategy intervention and  a control group (n= 34) that was not taught using the strategy. The results indicated a significant improvement in the experimental group’s reading comprehension scores compared to the control group. The result also leads to the rejection of the null hypothesis (H0) and accepting the alternative hypothesis (Ha) since the p-value shows Sig = .000 which means that the result is lower than .05. This experiment confirmed that THIEVES strategy has an influence on reading comprehension skills among students. The researchers then recommend English teachers to use an engaging and innovative strategy to captivate students’ interest and prevent boredom.
The Relationship Between Indonesian EFL Learners’ Vocabulary Knowledge and English Competencies Hartini, Lintang Wilujeng; Suri Ardini, Anandayu
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.v10i1.33651

Abstract

English vocabulary mastery is considered important in Indonesian education, but the actual vocabulary mastery of high school students is still below the target. It becomes a concern whether the low vocabulary knowledge is correlated with English skills. Thus, this study investigated the relationship between Indonesian students’ English vocabulary knowledge and English competencies. A total of 108 high school students completed a productive vocabulary test (Lex 30). The students’ scores from their English class served as the data for English competence. The Lex30 result and the English scores were then tested using Pearson correlation. The findings showed that the students’ vocabulary knowledge and English competencies had positive correlation. Despite no specific measurement of the vocabulary size from the lex30 score, it was relevant to measure students’ vocabulary knowledge required for their performance in general English skills (reading, writing, listening, and speaking). Thus, the positive correlation indicated that students with good vocabulary knowledge might also had good English scores. This study's specific contextual focus may restrict the applicability of the findings to other contexts. Therefore, future research should diversify the sample, incorporate a wider range of assessment tools, and explore the impact of different teaching methods on language skills in various settings.  
Exploring Elementary School English Teachers' Voices in Gaining Students' Attention in Learning Suryanto, Suryanto; Brawijaya, Ardiless
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.v10i1.33714

Abstract

Student attention plays a pivotal role in learning. It becomes the gateway to learning engagement, behavioral management, and academic achievement. This research investigates several methods elementary school teachers use in Indonesia to capture and maintain students' attention during English language instruction. This study examines the methods and challenges faced in the interaction process, which is crucial for successful learning. The research utilizes a qualitative descriptive study design, including in-depth interviews with three experienced English teachers. The findings indicate that teachers use many interactive and sensory-stimulating methods, including games, total physical response activities, songs, gestures, and visual aids, to attract and hold students' attention. These methods are essential for sustaining involvement and accommodating learning preferences and cultural contexts. However, teachers need more resources, training needs, and a diverse array of students' interests and learning styles, all of which might hinder the execution of these methods. This research emphasizes the need to provide teachers with customized training and resources to use attention-grabbing methods successfully. This study adds to the broader conversation on educational methods in linguistically and culturally diverse settings, indicating that improving teacher support and resources is crucial for promoting successful English language instruction at the elementary school level.
EFL students’ perceptions toward the use of electronic written feedback in academic writing classes Putri, Yohanna Amanda; Hadiyanto, Anita Kurniawati; Mali, Yustinus Calvin Gai
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.35245

Abstract

Feedback is one of the essential things for students to help them improve and develop their writing skills. Nowadays, the kinds of feedback are varied; a form that has often been used since the pandemic is electronic written feedback. This study aims to find out the students' perceptions toward the use of electronic written feedback. This study was conducted in the English Language Education Program at a private university in Salatiga. This study included 34 students registered in an Academic Writing class during the even semester 2023. The data for this study were gathered from semi-structured interviews and questionnaires. Both thematic analysis and statistical analysis were used to analyze the data from the interview and questionnaires. The findings revealed that the students’ attitudes toward electronic feedback were positive. Moreover, this study found weaknesses and strengths in using written feedback electronically. Practical recommendations for maximizing the potential of the electronic written feedback and directions for future research are also presented in this paper.
Improving English as a foreign language learners’ vocabulary and reading comprehension through crossword-assisted teaching Yang, Yu-Chi
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36336

Abstract

Numerous studies have demonstrated the effectiveness of crossword-assisted teaching for English as a foreign language (EFL) instruction. The present study evaluated the effectiveness of this technique in the Chinese-speaking EFL environment. Two cohorts of junior college students participated in this study. Both groups completed a vocabulary and reading skill pretest, which revealed no significant differences between the groups. For convenience, a larger cohort of 34 students was designated as the experimental group, and a smaller cohort of 32 students was designated as the control group. During the study, crossword-solving tasks and quizzes were integrated into the instruction provided to the experimental group, whereas traditional lecture-based instruction was provided to the control group. After the study, both groups underwent the same posttest. The experimental group significantly outperformed the control group in both vocabulary knowledge and reading comprehension. Additionally, the experimental group students’ responses to a learning attitudes questionnaire indicated their favorable perceptions of the use of crosswords in instruction. Therefore, this study verified the effectiveness of crossword puzzles in a non-Western linguistic learning environment, reinforcing the value of crosswords for EFL teaching.
Analyzing the development of university English students’ speaking fluency Aziez, Feisal; Nita, Alfia; Istikharoh, Lutfi; Sotlikova, Rimajon
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36345

Abstract

The development of speaking fluency is a critical aspect of English language learning, particularly for non-native speakers. This study investigates the progress of university English learners in improving their speaking fluency, focusing on two key measures: the length of silent pauses and the use of pause fillers. A quantitative approach was employed, utilizing a pre-experimental design with 61 second-year students from two private universities, one in Indonesia and one in Uzbekistan. These students were enrolled in a speaking course at their respective universities, and the study served as an evaluative measure for the course. Data were collected through speaking tasks administered at the beginning and end of the course, where students delivered five-minute monologues on topics related to professional communication, specifically the creation of a startup company. The findings revealed a significant reduction in silent pauses, indicating an improvement in fluency, while the use of pause fillers showed minimal change.  
Teaching English grammar for ESP learners: An exploration of content based instruction Romadhon, Romadhon
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36400

Abstract

This study examined two instructional methods of grammar teaching for polytechnic students: the traditional method of translation and memorization and Content-Based Instruction (CBI). By involving first-year students majoring in Cyber Security, this study measured the impact of each method using pre- and post-tests focusing on key grammar topics integrated into IT content. The results showed that students in the CBI class outperformed those in the conventional class, wherein 53.34% of the former group attained converted grades of A and B while only 26.67% achieved similar grades in the latter. The students’ feedback collected through questionnaires indicated that they preferred CBI because it was more relevant and applicable to reality, thus motivating them and making the grammar understandable in context. CBI was effective in ESP settings because it combined language skills with subject matter, but it necessitated instructors to handle both language teaching and content area. The current study highlighted that CBI could be a more meaningful grammar instruction for providing better learner outcomes in technical fields.
A panoramic view of a structured how to write for publication course: College students’ views and tips Erbay Çetinkaya, Şakire
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36446

Abstract

Despite the privileged status of writing in academia, satisfying outputs are still low, and thus lack of knowledge about the nature of academic writing and publishing is attempted to be compensated in how to write for publication courses. Responding to the existing calls to conduct writing-related studies going far beyond diagnosing well-established writing challenges, the current case study seeks to probe 8 MA candidates’ experiences, needs, wishes, and suggestions in a structured how-to-write for publication course through open-ended questionnaires and student diaries at the MA Applied Linguistics program of a large-size state university in Türkiye. The qualitative data of the current study were triangulated with an open-ended questionnaire in the form of participant self-reports and student diaries. The findings show that such writing interventions were valued for adding up to graduate candidates and socializing their writing. However, MA candidates needed to be supported with negotiated workshops as such extensions could help them apply writing theory and find the audience. The insights are provided, and the findings are discussed to suggest implications for both research and educational policy.
Students’ perceptions and effects of technology integration in English learning: A case study at National University of Battambang Keo, Vireak; Sam, Rany; lan, Bunrosy; Rouet, Wen
Journal of English and Education (JEE) Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): VOLUME 11 NO 1 MAY 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i1.37268

Abstract

This study investigates the perceptions and effects of first-year students at the National University of Battambang (NUBB) regarding the use of technology in English language instruction. Purposive sampling and a structured questionnaire were used to collect data from 205 students in various majors. The analysis employed descriptive statistics, independent sample t-tests, one-way ANOVA, and regression techniques. Findings revealed that online searching was the most commonly used tool (M=1.47), followed by computer software (M=1.53), while mobile applications were considered the most helpful (M=3.30). These results suggest a generally favorable view of technology's role in enhancing English proficiency. A T-test indicated a significant gender difference (p = 0.034 < 0.05), with female students more likely to engage with technology at lower levels. Although most demographic factors did not show significant variation, age emerged as a factor, with older students reporting greater benefits from technology. Hypothesis testing confirmed a positive link between technology use and improved English learning, with the TSLE variable (H4) having an especially powerful impact (β = 0.063, p = 0.000). The study recommends providing specific support to female students in using technology and promoting diverse digital tools to further enhance language learning.
Exploring EFL students’ motivational factors in an academic writing classroom Adventi, Arinda Luthyara; Mali, Yustinus Calvin Gai; Listyani
Journal of English and Education (JEE) Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): VOLUME 11 NO 1 MAY 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i1.37665

Abstract

Academic writing is a fundamental competency that should be mastered by English as a Foreign Language (EFL) students. However, to do so is often a challenging task for the students. That challenge might affect students’ writing motivation. This study aims to explore possible factors that motivate EFL students’ motivation in an academic writing class. To achieve that goal, the researchers first conducted a literature review of 15 relevant articles published in national and international journals. Then, the researchers conducted a semi-structured interview with four students to discuss the results of the literature review analysis. With a rigorous peer debriefing data analysis strategy, the research findings presented four main themes as the answers to the research question. The themes were related to technology and visual aids, learning goals, students' relationships and social environment, and lecturers' excellent competency. The findings were then discussed in light of the relevant literature. Practical recommendations (i.e., providing various writing template, spending enough time for writing consultation, and encouraging students to stay motivated in the writing class) for EFL lecturers teaching the academic writing class and ideas for future research, which included expanding the research participants and contexts to confirm or challenge the motivational factors revealed in the current study, were presented.

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