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JEES (Journal of English Educators Society)
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 25033492     EISSN : 25033492     DOI : https://doi.org/10.21070/jees
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: Language Education include: English Education English Literature English Linguistics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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Search results for , issue "Vol 5 No 2 (2020): October" : 17 Documents clear
Effect of teacher and peer written corrective feedback on writing components in EFL classrooms Elfiyanto, Sonny; Fukazawa, Seiji
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.826

Abstract

This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance. HIGHLIGHTS: Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts. Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components. Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone.
Using reading while listening in English as a foreign language (EFL) learning context Asrimawati, Inayati Fitriyah; Margana, Margana
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.840

Abstract

The benefits of reading while listening for English as a Foreign Language (EFL) learners have been investigated in different EFL learning contexts. Some studies found that simultaneous reading while listening promotes positive impacts on students’ reading and listening skills. It also helps L2 learners’ fluency and comprehension of reading and listening. Moreover, it can assist L2 learners in acquiring new language input in a new learning environment. Hence, this article reviews some research papers related to the implementation of reading while listening (RWL) program in EFL learning context. Furthermore, to answer the research questions: 1) What is reading while listening?; 2) What are the effects of using reading while listening for EFL learners? How to apply the reading while listening program within the EFL classroom? To answer these questions, this article examines the use of RWL for EFL learners based on the research methodology, subject, instrument used, result and suggestion, including the principles of implementing simultaneous reading and listening within the EFL classroom. HIGHLISGHTS Highlights Reading While Listening (RWL)simultaneously can support students with low reading or listening fluency rate. Simultaneous reading while listening affects students reading and listening skills for a long period of time. A guideline of RWL program implementation based on ER/EL principles is discussed thoroughly.
Automatic speech recognition in computer-assisted language learning for individual learning in speaking Junining, Esti; Alif , Sony; Setiarini, Nuria
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.867

Abstract

This study is intended to help English as a Foreign Language (EFL) learners in Indonesia to reduce their anxiety level while speaking in front of other people. This study helps to develop an atmosphere that encourages students to practice speaking independently. The interesting atmosphere can be obtained by using Automatic Speech Recognition (ASR) where every student can practice speaking individually without feeling anxious or pressurized, because he/she can practice independently in front of a computer or a gadget. This study used research and development design as it tried to develop a product which can create an atmosphere that encourages students to practice their speaking. The instrument used is a questionnaire which is used to analyze the students’ need of learning English. This study developed a product which utilized ASR technology using C# programming language. This study revealed that the product developed using ASR can make students practice speaking individually without feeling anxious and pressurized.
Self-organized learning environment teaching strategy for ELT in Merdeka Belajar concept for high school students in Indonesia Anis, Muhammad; Anwar, Choiril
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.869

Abstract

As the development of the industrial revolution takes place, disruptions are happening constantly in almost every major sector of the current industries. Companies and organizations complained about the competencies of the graduates entering the work force. This matter questions the readiness of the education system in preparing the students for the real world. Problems in education such as the regulations, strict policies and instructions from the government are undermining the role of the teachers to do what they think best for their students. This standardization has harmed the motivation and enthusiasm to learn, especially in English language class. Lack of motivation and English Language competency could harm students’ opportunity in accessing the vast global network of knowledge. Merdeka Belajar and SOLE are the promising alternatives in improving ELT. This article is somewhat a position paper trying to clear one side of a debatable opinion about a hot issue. It aims to persuade the reader that our opinion is valid and defensible. In doing so, we then separate the discussion into several parts regarding the analysis of concepts of Merdeka Belajar and SOLE (Self-Organized Learning Environment) related to ELT and motivation in language learning, as well as innovation in education. HIGHLIGHTS: SOLE (Self-Organized Learning Environment) is a concept developed by Sugata Mitra, and the researchers at the SOLE Centre in Newcastle University. SOLE with its highly influenced Constructivism approach lets the learners to take steer of their learning process gives them the ability to make meaning of the subject on their own. Merdeka Belajar (Freedom to Learn) is a new concept that needs to be tread carefully to direct the discussion objectively.
Video subtitle to teach listening skill of junior high school students Mustofa, Mutmainnah; Sari, Ani Sukma
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.874

Abstract

A considerable interest on Information and Communication Technology (ICT) has been growing in the field of English language teaching within a very short period of time. Indeed, ICT is such an essential part in the respective field, in the sense that its progress allows the development of language teaching and learning process through its innovations. This study proposes using video caption as a medium to teach listening skill through integrating the use of ICT with the teaching process. An example of the innovation is the creation of teaching media supported by a software or application called . A well-known subtitle editing program, offers source tools for creating and modifying subtitle in a video. This paper presents the procedures and steps to design video subtitle by using application. Teachers can use it as a reference in designing a teaching media using a video subtitling application which is aimed to make the students more motivated to learn English instructions. Last but not least, it is expected that learning with video caption can be an alternative and beneficial media for teaching, in particular, listening skill.
Self-directed learning in spoken grammar activities using poster presentation Marlina, Neni; Dewi, Nita Sari Narulita; Supriyono , Yusup
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.955

Abstract

Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success. HIGHLIGHTS: Learners need meaningful tasks that facilitate their learning autonomy. Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning. The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.
Professional development as viewed by EFL teachers at lower secondary schools Rachmajanti, Sri; Sulistyo, Gunadi Harry; Megawati, Fika; Akbar, Ayu Alif Nur Maharani
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.964

Abstract

In the developed world, teachers are compelled to be professional in handling instructional process for students’ optimum learning. There are many ways for teacher professionalism. This study deals with an exploratory survey to probe EFL teachers’ views of teacher professionalism at the public and private lower secondary levels of education on the areas for professional development or learning. A number of 302 EFL teachers of the lower secondary level of education are conveniently drawn from a number of cities/regencies as samples of the present study representing EFL teachers with diverse teaching experiences in East Java. A questionnaire was developed to collect data on their ideas connected with aspects of developing themselves professionally. The results of the present study are discussed pertaining to EFL teacher normative responsibilities and concepts on professional development/learning. Pedagogical and theoretical implications of the findings are drawn with reference to the context of English instruction.

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