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<![CDATA[EFL teachers’ attitudes and competence in developing HOTS-based formative assessment ]]>
<![CDATA[Rachmawati, Dwita Laksmita]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1060
<![CDATA[Nowadays, Higher Order Thinking Skills have been a current trend and focus among teachers and researchers. However, there are still a few researchers who investigate HOTS and connect it with language assessment. This case study aimed to examine Indonesian English teachers' attitudes concerning the use of the HOTS-based assessment. This research has been qualitatively conducted with the aim to analyze the attitudes towards the utilization of the paradigm of HOTS in the creation of good language assessment. The data of this study were collected by using an interview and questionnaire. There are 20 teachers taking part in the study were purposely selected based on their experience and comprehension of the study's issue. The data of this study were analyzed by using descriptive qualitative. This study revealed that despite several situational constraints, all respondents shared their positive attitude to the principles of HOTS owing to several aspects. Despite the teachers' positive attitude towards the implementation of HOTS-based assessment, there was still a lack of knowledge about HOTS. This study suggested that more researchers portrayed teachers' competence in developing based assessment in English subject since HOTS is essential in the implementation of the 2013 curriculum. HIGHLIGHTS: The study addresses the current trend and focus on Higher Order Thinking Skills among teachers and researchers. Teacher as a “driver” in the classroom plays a crucial role in implanting HOTS for their students. Therefore, relevant training should be conducted progressively for English teachers, both pre-service and in-service teachers, to improve their knowledge to implement HOTS. Formative assessment can be employed as a “weapon” to promote the learners’ HOTS in this 2013 curriculum.]]>
<![CDATA[English and international students’ adjustment in Indonesian higher education: A teacher’s perspective ]]>
<![CDATA[Hamamah]]>;
<![CDATA[Hapsari, Yulia]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1133
<![CDATA[International students at higher education in Indonesia encounter an extent of situations amid their adaptations in academic life. These experiences contribute to their satisfaction. As handful of studies within Indonesian context were conducted to identify the international students’ difficulties in adapting to academic life, teacher’s point of view toward the issue is barely available. This study centers at a teacher’s experience in dealing with the international students. Highlight is given to language barrier, not only encountered by the international students but also the teacher. A narrative inquiry was employed involving an academic leader who is also a teacher knowledgeable in internationalization agenda in higher education in Indonesia. Results of the study reveals that the academic adaptation of international students, with the focus of language barrier, was compounded by the absence of roadmap of internationalization policy in national and organizational levels, less-ideal classroom setting, and not effective interaction within classroom with the diversity of people involved. It is suggested that the policy on the proficiency of English language should be regulated to be mastered by students and teachers in international program. HIGHLIGHTS: The lack of policy regulating standard of English proficiency level as entry requirement for international students becomes one of the causes of the language barrier problem that might hurdle the academic adaptation of international students. The composition of domestic and international students in a class as well as the lack of English proficiency of both the teacher and the students has contributed to the difficulties in academic adjustment. The study specifically explores a teacher's experience in dealing with international students, emphasizing the teacher's viewpoint on the challenges faced by both students and themselves]]>
<![CDATA[Investigating learning outcome based on a model of English teaching of Indonesian elementary students ]]>
<![CDATA[Syatriana, Eny]]>;
<![CDATA[Erwin , Akib]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1110
<![CDATA[This research aim of this study is to develop a model of teaching English for Indonesian elementary students. This developmental research consisted of five key procedures: analysis of need, model design, development, implementation, and evaluation. In the model development, two treatments were conducted to test the model. In the evaluation, a pre-test and post-test were administered to see the effectiveness of the model and the instructional materials in enhancing the English achievement of the students. The subject consisted of three school headmasters, three English teachers, and the fourth graders of three elementary schools in Makassar city. The teaching model consisting of four main stages: pre-activity, presentation, practice, and evaluation considers three main aspect: the language skill, language performance, and pedagogic aspects. The result indicates that the English teaching model is successful in enhancing the students’ achievement in English and learning interest. In its form, the teaching model is flexible; it helps teacher write instructional materials, write lesson plans, teach, and analyze the teaching and learning process. The standards in thefieldsupportthe model and the teaching of students. HIGHLIGHTS: The procedure of analysing and implementation model of teaching should become the requirement of the instructional material development in enhancing the achievement of the students. The main activity in teaching and learning process become the main contribution to have a wonderful result to encounter the bias or the difficulties during the learning process. Designing appropriate instructional materials as entry requirements to answer the learning outcome of teaching English for elementary students.]]>
<![CDATA[Internal continuatives and logical metaphors: A development of classifying conjunctive relation ]]>
<![CDATA[Santosa, Riyadi]]>;
<![CDATA[Sumarlam]]>;
<![CDATA[Wiratno, Tri]]>;
<![CDATA[Priyanto, Agus Dwi]]>;
<![CDATA[Susanti, Ratna]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1360
<![CDATA[This research attempts to develop Martin’s & Rose’s concept of conjunctive relation (CR) analysis, in which the external and internal roles of conjunction do not include the other two types of conjunctive relation markers such as continuative and logical metaphor. Relying on more than twenty international journal articles, the research findings exhibit that certain types of continuative and logical metaphor can not only operate externally to connect events and qualities but they can also function internally to organize evidences and arguments in texts. As a result, not only a new role of internal continuative and logical metaphor can be confirmed, but the findings will also introduce an elaborated development of classifying CR in general. The emergence of the internal role of continuative and logical metaphor leads to a more elaborate way of connecting and grouping clauses into different units of discourse. In this way, they will also be able to demonstrate how texts can be built up through clauses, phases, and stages in a particular genre, without the need to be interpreted in conjunctions. HIGHLIGHTS: This article attempt to find a new way of classifying internal and external conjunctive relation that is comprised of conjunction, continuative and metaphor. Martin (2007) argues that only conjunction that perform external and inter. This article exhibits that actually external and internal roles can also be performed by continuative and metaphor. Some types of logical metaphors and continuations can not only operate externally to connect events and qualities, but can also function internally to organize evidence and arguments in a text.]]>
<![CDATA[EFL students' epistemic beliefs and their relations to critical thinking and reading achievement ]]>
<![CDATA[Amatullah, Aidha Azizah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Junining, Esti]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1367
<![CDATA[One of the key points of reading comprehension is epistemic beliefs. Epistemic beliefs can be explained as students’ determination of way of learning. Epistemic beliefs’ relation with critical thinking and reading achievement has not yet been clarified. The study has the aim to explore the relationship between the epistemic beliefs’ of students to their critical thinking and reading achievement. The method of the study is correlational. The participant of the research is 102 students from the 2019 batch of the English Language Education Program of reading comprehension class, A-E class in Universitas Brawijaya. The participants helped to fill the questionnaire. The researcher used SPSS to analyst the questionnaire that has been filled by the participants to know the result of the research. The result of SPSS’s analysis showed that between epistemic beliefs and critical thinking, there is a very strong correlation and between epistemic beliefs and reading achievement, there is a strong correlation. Based on the result of the correlation from SPSS’S analysis, it can be known that there is a close relation between epistemic beliefs, critical thinking, and reading achievement. If the students have high epistemic beliefs, they will have high critical thinking and reading achievement HIGHLISGHTS: Epistemic beliefs are very related to the critical thinking and readingachievement of students. The higher the level of epistemic beliefs, the better the critical thinking ofstudents. The higher the level of epistemic beliefs, the better the reading achievement ofstudents.]]>
<![CDATA[Online assessment strategies to enhance students’ competence and their implementational challenges ]]>
<![CDATA[Widiastuti, Ida Ayu Made Sri]]>;
<![CDATA[Mantra, Ida Bagus Nyoman]]>;
<![CDATA[Sukoco, Heru]]>;
<![CDATA[Santosa, Made Hery]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1378
<![CDATA[Carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures. HIGHLIGTS: Most teachers explain that they encountered similar challenges which were mainly about slow internet connection, expensive internet quota prices, poor ability in technology, and difficulty in communicating effectively with their students. The challenges encountered by the teachers were similar in their forms but the degree of difficulty depended upon the geographical location, economical background, and experiences in using technology Another difficulty encountered by teachers is providing feedback on the students’ assessment results. Teachers found it difficult to communicate directly to students to explain students’ problems in learning.]]>
<![CDATA[Usage of reading comprehension to enhance word problem solving skills in mathematics ]]>
<![CDATA[Supontawanit, Preyanan]]>;
<![CDATA[Lertlit, Supinda]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1380
<![CDATA[Thailand’s national tests, O-NET, are administered at the 3rd, 6th, and 9th grade levels. Mathematics is one of the tests. Achievement levels in Mathematics are consistently low. Several studies have shown that there is a link between Mathematics achievement and reading comprehension proficiency. Because previous studies were carried out in other jurisdictions, this study aims to correct this situation. Random sampling was used to select the population from a field of 66 grade six students who were enrolled in a special English programme in a private school, Bangkok. 21 students met the sampling criteria. They sat for a pretest and a posttest test in reading comprehension and in word problem-solving skills in mathematics. Treatment was carried out over a period of 8 weeks. Results showed a high positive correlation between reading comprehension skills and achievement in word problem-solving skills in Mathematics. The results can serve as an encouragement to teachers and their supervisors to focus more directly on improving the reading comprehension skills of students as a means to increasing students’ scores on mathematical word-solving tests. HIGHLIGHTS: This study provided the results that these two-skill were positively related and the improvement on reading comprehension skill could induce the development in word problem-solving skills because they both were affected by working memory as an essential key factor. Providing stress-free reading environments and activities could be an interesting option to improve student’s word problem-solving skills in Mathematics. There is a high positive correlation between reading comprehension skills and achievement in word problem solving in Mathematics.]]>
<![CDATA[Enacting an emergency EFL course in an Indonesian disadvantaged condition ]]>
<![CDATA[Khotimah, Khusnul]]>;
<![CDATA[Apgrianto, Kurniawan]]>;
<![CDATA[Mustofa, Mutmainnah]]>;
<![CDATA[Ubaidillah, M. Faruq]]>;
<![CDATA[Amalia, Shinta]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1384
<![CDATA[Situated in a disadvantaged condition in Lombok, Indonesia, the present study looks at the enactment of an emergency EFL course after earthquake and aftershock circumstances in a public university in the region. For such a purpose, forty-two non-English department students who attended the course in four face-to-face and nine asynchronous meetings were recruited using a convenience sampling technique. A set of questionnaire was disseminated to document participants’ responses on the course implementation. Observation and semi-structured interviews were also conducted to portray the pedagogical praxis. The findings suggest that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. Interestingly, the students positively reflected the course as the best way to learn in a disadvantaged condition. However, they were not confident with their attainment in English skills and components. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged condition. HIGHLIGHTS : The findings evince that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. The students positively reflected the course as the best way to learn in an emergency learning milieu. The teacher appeared to be able to maintain students’ motivation. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged conditions.]]>
<![CDATA[WhatsApp in emergency remote learning: The students’ perception ]]>
<![CDATA[Wulandari, Eka]]>;
<![CDATA[Mandasari, Yuyun Putri]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1402
<![CDATA[The emergency remote learning due to COVID-19 pandemic and the government strategy to move the lesson into online mode make language learning technologies play an important role to help students achieving the goals of learning. WhatsApp application as one of learning media offers some benefits that can be utilized by the students and teachers to achieve this goal. This study aimed at knowing the midwifery and nursing students‘ perception on the use of WhatsApp as the media of English teaching and learning process in the context of Emergency Remote Learning (ERL). This paper presented data survey towards 183 students of nursing and midwifery departments at Poltekkes Kemenkes Malang. The instrument of this study was an online questionnaire designed based on the literature review and administered to the participants through class‘s WhatsApp Group. There were 25 items in the questionnaire and the content was conveyed the demographic data and students’ perception towards the use of WhatsApp application that helped them mastering four English language skills and components as well as getting scoring and feedback. The data were presented in the percentage data and analyzed using descriptive explanation. The finding showed that students’ perception on WhatsApp as learning media in English online learning in ERL context gained highly positive perception on all items. Based on this result, teachers can utilize all features on WhatsApp to design meaningful learning in the time of emergency remote teaching and learning. HIGHLIGHTS : Students’ perception on WhatsApp as learning media in English online learning in ERL context gained highly positive perception on all items There are some drawbacks regarding the use of WhatsApp application for online setting during ERL, so some strategies should be implemented to minimize them Teachers can utilize all features on WhatsApp to design meaningful learning during thisemergency remote teaching and learning period]]>
<![CDATA[Implementing basal reading program in EFL upper secondary school settings ]]>
<![CDATA[Sajidin]]>;
<![CDATA[Mulyadi, Dodi]]>;
<![CDATA[Robiasih, Hasti]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1535
<![CDATA[Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum. The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program. A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills. Second, the school has developed its own strategies to use the readers with specific procedures. Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation. HIGHLIGHTS: Basal reading program was implemented with a specific procedure developed by the local school English teachers. Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills. The program was positively responded by the students with some suggestions for a better implementation.]]>
