cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fika Megawati
Contact Email
jees@umsida.ac.id
Phone
+6281334068278
Journal Mail Official
jees@umsida.ac.id
Editorial Address
Universitas Muhammadiyah Sidoarjo Jl. Mojopahit No.666B, Sidoarjo, East Java, Indonesia
Location
Kab. sidoarjo,
Jawa timur
INDONESIA
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 16 Documents
 1   2 
Search results for , issue "Vol 6 No 2 (2021): October" : 16 Documents clear
Difficulties in using correct English prepositions among EFL students Abdalla, Ibrahim
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1640

Abstract

The objectives of this study are to find out the reasons of the problem related to using correct English prepositions and find some solutions. The participants were ten students at levels seven and eight, at the Faculty of Sciences and Arts. The researcher used the Descriptive Statistical Method and collected the data via a written test as the main research tool. The data were then analyzed quantitaively. The results were as follows: Saudi students faced problems with using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication. The recommendations of this study are that students need to revise the use of English prepositions in general and need more practice in the use of prepositions after certain verbs. They also need to make a greater effort to use English prepositional phrases in their written work. Regarding writing courses, students need to focus more on the use of prepositions in general. Curriculum designers need more attention about teaching prepositions in their textbooks and curriculums. HIGHLIGHTS: Saudi students faced problems by using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication.
The students' language attitudes towards lecturers' code mixing: An SFL study Manar, Marsandi; Purwaningrum, Prapti Wigati
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1642

Abstract

As the effort to have the insight into the existing status of a local language in Indonesia especially in the academic setting viewed as the respected discourse, this current study aims to delineate the attitudes of millennial students towards lecturer’s code mixing to Sundanese during courses. 42 responses reflecting respondents’ perspectives towards the issue were collected via qualitative questionnaire. To reveal the view of participants on the issue under the context of higher education, responses in the forms of 62 clauses were analysed by the transitivity framework of Halliday and Matthiessen. The findings of this SFL study shows that lecturer’s code mixing to Sundanese during courses were viewed by 74% of Sundanese and non-Sundanese participants in positive ways while the rest addressed it with negative attitude. The positive attitudes were respectively represented in material, mental, relational, and existential processes while the negative attitudes were constructed sequentially in relational, material and mental, verbal, and existential clauses. The main reasons in the positive attitudes as revealed by the transitivity analysis are associated with the needs to maintain and preserve local language especially Sundanese via the academic channel. HIGHLIGHTS: The processes of meaning making in positive-attitude responses are realized especially in material clauses to establish the importance of preserving local languages especially Sundanese through the academic channel. The processes of meaning making in negative-attitude responses are realized especially in relational clauses to give priority to the negative impact of using Sundanese on the academic aspect especially for non-Sundanese students. The academic setting viewed as the respected world can be a medium for the co -existence of national, international, and local languages
Dysfunctional american dream reflected in arthur miller’s death of a salesman Mujahidah, Ivana Nabilah Qoriroh; Wardani, Agista Nidya
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1077

Abstract

The research aims to find the dysfunctional American Dreams; the causes of dysfunctional American Dreams and the effects of dysfunctional American Dreams experienced by the main character, Willy Lowman, as a representation of American society.This paper is examined by applying descriptive qualitative research paradigm which is naturally interpretative. Thus, the key instrument is the researcher herself who has the authority in managing and analyzing the data, and certainly producing meaning in the process of discussion and interpretations. Moreover, to facilitate her in collecting and identifying the data, she used supporting instrument in the form of table. This study, theoretically, applied the mimetic theory as the research approach.The researcher found that Arthur Miller uses the character of Willy Loman to represent the failure of the American Dream. Willy’s quest for the American Dream leads to his failure because throughout his life he pursues the illusion of the American Dream and not the reality of it. The unachievable part of Willy’s view of the American Dream is perfection. He has subordinated by the capitalism in which Willy belongs to the proletariat where his dream is a utopia. HIGHLIGHTS: The character of Willy Lowman represented the failure of American Dream because throughout his life he pursues the illusion of American Dream. Some misperceptions of American Dream have made Willy living in utopia and committing a suicide. The study represented that not all Americans or immigrants have the same perception of the American Dreams and not all of them can reach the dreams
The power of constructive criticism and its effect on students' learning motivation Wulandari, Anggi Putri Suri; Anugerahwati, Mirjam
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1408

Abstract

The present study sought to understand EFL students’ perception on the use of oral constructive criticism given by faculty members in the classroom and whether it has any effect on the students’ motivation in learning English. The participants of the study were 86 EFL students from 5 outstanding universities in Malang, East Java, Indonesia. The data were collected through a questionnaire and an interview. The results of the study revealed that the 86 EFL students had positive perceptions on the use of oral constructive criticism. The students were helped in some ways in learning English by means of receiving oral constructive criticism from their faculty members. The students considered oral constructive criticism a confirmation whether they did the right things in the learning process. More prominently, the result showed that the use of oral constructive criticism played a big role in boosting the students’ motivation in learning English. The students did not feel constructive criticism as a thread that inhibited them from being their best version of themselves in learning English. Instead, the students were strongly motivated to study hard and get good scores because of oral constructive criticism that they received during the teaching and learning process. HIGHLIGHTS : Constructive criticism is considered a necessary tool to help students recognize their mistake, learn from it, and stop repeating the same mistake in the near future. Faculty members should continuously provide constructive criticism for students to boost their motivation in learning English. Students feel highly motivated to study hard and achieve high grades because of the verbal constructive criticism they receive during the teaching and learning process.
Autonomous learning practices of extrovert and introvert EFL learners Savitri, Wiwiet Eva
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1501

Abstract

Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article will elaborate how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to know the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and they are more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits. One of the benefits was preventing them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it. HIGHLIGHTS: Autonomous learning does not merely mean learning alone because it refers to self-trigger to learn, both individually and in groups. Extrovert and introvert learners have different perception and apply different strategies in implementing autonomous learning. Extrovert and introvert students implement autonomous learning, shedding light on their perceptions, activities, and the role of digital technology in the process.
Professional identity construction of EFL teachers as autonomous learners Rachmajanti, Sri; Sulistyo, Gunadi Harry; Megawati, Fika; Akbar, Ayu Alif Nur Maharani
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1646

Abstract

Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching. The efforts to do this can be accomplished through such ways as participating in conferences, seminars, workshops, and non-degree training, or even pursuing their further studies to master’ s degree and doctorate program. Also, they can conduct research and publish articles. This article is intended to provide evidence how novice, mid-career, and senior EFL teachers construct their identity professionally and autonomously. To arrive at the purpose of the study, an explorative survey was carried out to 129 EFL teachers throughout the Province of East Java via online questionnaire with 37 close-ended items. The findings revealed that (1) EFL teachers, be they junior, mid-career or senior ones involved in the present study, have tried to professionalize themselves via a number of corridors from self-directed ones to the ones imposed by other professional development providers; (2) teachers perceive their professional status and areas in diverse ways, and (3) they have various professional and pedagogical knowledge and skills related to becoming professional EFL teachers. In conclusion, EFL novice, mid-career or senior teachers have manifested their professional identity with a number of corridors as professional autonomous learners. HIGHLIGHTS : Most teachers, especially in the senior and mid-career groups, are committed to improving their English skills. Teachers tend to be more interested in taking part in workshops on ICT-based teaching compared to other themes. Teachers tend to have quite high self-perceptions regarding their level of professionalism, although there is variation between seniority groups.

Page 2 of 2 | Total Record : 16

 1   2 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol 10 No 2 (2025): October Vol 10 No 1 (2025): April Vol 9 No 2 (2024): October Vol 9 No 1 (2024): April Vol 8 No 2 (2023): October Vol 8 No 1 (2023): April Vol 7 No 2 (2022): October Vol 7 No 1 (2022): April Vol 6 No 2 (2021): October Vol 6 No 1 (2021): April Vol 5 No 2 (2020): October Vol 5 No 1 (2020): April Vol 4 No 2 (2019): October Vol 4 No 1 (2019): April Vol 3 No 2 (2018): October Vol 3 No 1 (2018): April Vol 2 No 2 (2017): October Vol 2 No 1 (2017): April Vol 1 No 2 (2016): October Vol 1 No 1 (2016): April More Issue