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Conversation diary in EFL class: A perspective, problem and solution Syafryadin, Syafryadin
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1782

Conversation needs two people or more to be conducted. In doing conversation, diary is needed to help students to speak during conversation. Therefore, this study aimed to know the students’ perception on conversation diary, problems and solution. A mixed method was employed to achieve the research objectives. Thirty six students of English Education Study Program were the sample of this research. The instruments used were questionnaire and interview. The data were quantitatively and qualitatively analyzed by the researcher. The quantitative data were analyzed by using descriptive statistics with calculating mean scores and percentage, while the qualitative one used several stages namely reduction, displaying, and concluding the data. The results showed that majority students had a positive perspective on using diary in conversation class because based on the questionnaire, many students opted strongly agree and agree to all items. However, students faced several barriers namely speaking and psychological factors. In speaking skill, several students were lack of vocabulary, pronunciation, and grammar, while the psychological factors covered anxiety, self-confidence and motivation. Another finding displayed that improving motivation and joining public speaking can be alternative ways to deal with those barriers. In conclusion, conversation diary had benefits for students to support them in speaking. HIGHLIGHTS : Students had positive response towards the implementation of Conversation Diary in the classroom. Some students had problems in speaking, such as lack of speaking skill and psychological factors. Lecturer should provide speaking training to deal with the students' problems.

Translanguaging on ELT writing classroom during National students' exchange: Perceptions and practices Styati, Erlik Widiyani; Irawati, Lulus
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1795

This study aims to investigate translanguaging perceptions and practices in ELT writing classrooms during a national student exchange. It is to identify the perception and to determine the practices of translanguaging in students’ writing. This study used a survey design of quantitative research in nature. The survey involved 24 EFL students consisting of 23 females and 1 male who come from various universities in Indonesia. Those EFL students as the participants were assigned to fill the closed and open questionnaire about their perception oflanguage choice in writing. There are 15 closed statements and 5 open statements in the questionnaire. Besides that, a writing test was also used to learn the practices of translanguaging. The data were analyzed by using descriptive statistical analysis, to find a general description of the research data. The results show that the perceptions are classified into language choice, language brokering, and the use of translanguaging. The practices of translanguaging on students’ writing show that the average score of the student's writing is 76 based on the indicators of the student's writing which are measured based on the aspects of written production of content, organization, grammar, mechanics, and vocabulary. It indicates that translanguaging can help the students achieve the target of writing in English. Translanguaging also assists students in learning English, making meaning, and being more active in class during classroom activities. Students can talk about topics more freely, which helps them express themselves in their writing. HIGHLIGHTS : Translanguaging is the process by which bilinguals use diverse linguistic characteristics or modes of what are referred to as autonomous languages in order to enhance their communicative abilities. Translanguaging refers to the use of various languages in writing to improve the development of iintricate concepts. This method encourages authors to use their linguistic arsenal, fusing various languages together to communicate ideas in a richer, more complex way. Language learners consider translanguaging is helpful in educational contexts because it enables them to use their whole linguistic repertoire to improve their communication skills and understanding.

Google Translate in Academic Writing Class: How EFL Learners Use and Perceive It Ariyanto, Tesya Savera; Setiamunadi, Antonina Anggraini
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1778

The purpose of this study is to investigate the perspectives of tertiary level Academic Writing students towards the use of GT in their Academic Writing class; whether they think it is helpful in assisting them in the learning process or not. The researchers attempted to answer the research question of “What are the learners’ perceptions towards the use of GT as a learning support in Academic Writing class?” because there are still very few studies that have examined the use of GT as a learning support tool in Academic Writing class. The study uses a qualitative approach through the use of interviews as a data collection instrument. The interviews were conducted with five participants from the English Language Education program of the Faculty of Language and Arts in one private university in Central Java. The participants are five students who had taken their Academic Writing class in the previous semester before the research was conducted. The findings of the study show that all participants agree that GT is helpful for them in reading and writing journal articles, and also helps them to expand their vocabulary. However, they perceive that they rely heavily on GT to help them finishing their writing assignments. Besides that, they perceive GT as not helping them become more proficient with English grammar. HIGHLIGHTS: Students perceived Google Translate to be helpful for them in reading and writing journal articles, and by using Google Translate to help them reading and writing journal articles, their vocabulary knowledge also expands. However, the students also perceived that they had a big dependency on the use of Google Translate in helping them doing the reading and writing tasks in Academic Writing class. Another drawback from using Google Translate in their Academic Writing class is that they perceived it as not helping them become more proficient with English grammar.

A profile of primary school students’ literacy through EMI in CLIL Contexts Rachmajanti, Sri; Anugerahwati , Mirjam; Unsiah, Frida
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1802

For several years, the competence of students in Indonesia has always been recorded as very low. In PISA, Indonesia ranks at the 3rd or 4th lowest position, especially in Reading, Mathematics, and Science. This condition has, of course, raised the concerns of educators in Indonesia, and some schools then decided to implement an international curriculum along with the 2013 Curriculum. With the international curriculum, students are required to have very good literacy, to comprehend the texts and questions they work on. This also entails teaching them with teaching strategies which, besides developing their language competence, also enhance their critical thinking skills. This paper reports some ways in which EMI and CLIL can develop primary school students‟ English proficiency, literacy, and critical thinking skills. Data were taken from some Primary Schools which implement the synergy of national and international standard curricula, particularly from the scores of the students on two tests. Focus of the learning is given to the students’ English proficiency and literacy. The total numbers are 248 students from 14 primary schools located in most cities in East Java and some in South Celebes. The results show that the program equips the student with higher proficiency, literacy, and critical thinking skills. This study implies that EMI in CLIL context can accommodate primary school students’ literacy learning. HIGHLIGHTS : ESL lessons in Primary schools implement the synergy of the National Curriculum and international framework do enhance students‟ literacy, proficiency, and critical thinking skills. The implementation of CLIL and EMI in primary school evidently gives benefits to the students‟ language proficiency. It is confidently stated that EMI, which is implemented in the CLIL program, particularly in the primary schools which implement the synergy of dual curriculum (the 2013 Curriculum and the international framework).

An investigation of verbal interaction between teacher and students in teaching English as a foreign language Saragih, Mandra; Nissa, Khairun; Saragih, M. Afiv Toni Sehendra
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar

The study of verbal interactions between teachers and students in English foreign language classes focuses on understanding the dynamics and communication patterns that occur during the language teaching and learning process. The current study reveals the issues about investigating types of verbal interaction realized by an English teacher and students in the classroom and also investigating its impact on students’ speaking achievement. Forty-three students of the grade VII-3 of MTS Negeri 3 Medan and one English teacher participated in this study. The data was probed through classroom observation, recording the teaching classroom interaction. The finding exposed that firstly, teacher talk was dominantly practiced English in the teaching classroom interaction rather than students’ talk. Secondly, the types of verbal interaction that occurred in the teaching classroom interaction by which realized by an English teacher were: 1. Asking Questions interaction 33%, 2. At lecturing classroom interaction 9%, 3. Giving Direction interaction 11%. The total percentages of all types of scores are about 53%. The types of verbal interaction that were applied by the students as follows; 1. The students’ talk responses 23%,2. The students’ talk initiation10% by which accumulated about 33%. They were 14 percent of students not giving any feedback (Silence). The speaking score at final test showed that 34.88% or 15 students who were able in verbal interaction between teacher and students. Consequently, this scholarly paper also provides advice on English teacher to highlight effective teaching practices and provide insight into how language learning can be enhanced through meaningful and engaging interactions. HIGHLIGHTS: Teachers most often use six different approaches: accepting feelings, praising and encouraging, using students' ideas, posing questions, lecturing, and providing instructions. The English teacher is advised to expand the intensity of students verbal interactions in learning English with the teacher and among students in the classroom. The teacher-talk control had a high rate of classroom involvement. It indicates that teacher spends significant time controlling

Prospective EFL teachers’ perception toward teaching English vocabulary through poetry Suwastini, Ni Komang Arie; Rahmayanti, Putu
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1769

Poetry has been reported to promote language awareness and authentic learning sources. As poems are composed in carefully arranged words to form rhyming sounds with beautiful rhythm, the present study aimed to reveal EFL students' perceptions of using poetry to teach English vocabulary. As a qualitative research, the present study observed eighty-seven short essays on using English poems for improving students' vocabulary written by students in an English Language Education Department in Bali. It was revealed that the student-teachers perceived poetry to help improve students' acquisition of word form, use, and meaning. Forty-four students wrote poems that could improve students' understanding of English word forms; twenty-three students argued that poetry could improve students' pronunciation. Twenty-one participants believed poems could improve students' spelling. In terms of word meaning, a total of thirty vouched for the use of poetry for introducing figurative languages (twenty-three students), enhancing students' acquisition of colloquial vocabulary (eleven students), and familiarizing students with unfamiliar words (eleven participants). Nine students insisted that poems could be used to improve students' word use, whereas six students believed poems could display grammatical functions. At the same time, three participants recognized the use of poems for acquainting students with collocations. These results imply that future EFL teachers recognize the potential of bringing English poetry as a medium for improving their EFL students'' vocabulary, hinting at the need for further research on the systematic procedure of how to implement poetry into EFL classrooms. HIGHLIGHTS : Poetry, incorporating rhyme, figurative language, and diction, enables students to learncreative vocabulary through pronunciation, spelling, figurative language, colloquiallanguage, unfamiliar words, grammatical function, and collocation. Poetry comes in form of short and rich texts providing contextual sources for vocabularyelements. Hence, it can enhance vocabulary learning through engaging activities, butteachers must consider students' level and type. Vocabulary enhances students' receptive and productive skills, particularly writing.Poetry in EFL classes can enhance comprehension and consumption of complex texts,supporting the writing process and improving eloquence, ultimately affecting the qualityof writing results.

Mixed Methods Approach in Researching EFL Learners’ Motivation Adara, Reza Anggriyashati; Ahmad, Ismail Sheikh; Victorynie, Irnie
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1774

As mixed-method approach has gained renewed interests of researchers, a review toward the use of mixed-method to investigate EFL learners’ motivation will contribute as a help for future researchers. The present paper attempts to provide a systematic review by synthesizing research articles related to EFL learners’ motivation which used mixed-methods as their research approach. After screening 3,092 research articles on the aforementioned topic, 16 research articles were included into a final systematic map for analysis. An in-depth review shows that questionnaires and sequential explanatory approach are mostly used by the researchers to investigate EFL learners’ motivation. Although selected studies were performed in different countries with diverse theoretical backgrounds, the majority of studies were directed toward university students, resulting in lack of studies on younger EFL learners. The implications for future studies are also discussed for the consideration of researchers in the near future.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits Husain, Balqis; Wardiman, Sri Setyarini; Purnawarman, Pupung; Abasa, Zulhasmi
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1789

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability. HIGHLIGHTS : The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models Blended learning model was generally regarded as ineffective due to the N gain score less than 40% Blended learning model as a multi-way instructional models that accommodate students’ needs.

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills Jumariati, Jumariati; Asrimawati, Inayati Fitriyah; Mulya, Jauza Naja; Taka, Deo Deo Laki
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1791

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a descriptive design with quantitative approach by utilizing a validated writing test. The subjects of the study were 40students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills. HIGHLIGHTS : The indicators of critical thinking measured in the writing performancetest consist of: (1) the depth of cause-and-effect analysis, (2) the logicof the argument given, (3) the accuracy of the solution offered, and (4)the validity of evidence used as support for the argument One of the possible challenges in developing EFL students’ criticalthinking skills is their English proficiency. Those who are less proficientmay struggle more in expressing ideas while providing argumentscompared to those who are more proficient. This eventually affectstheir skills in reasoning. The findings of the study imply the need to provide EFL students withguidance such as questioning strategy, discussion, and relevant sourcesof information to practice their critical thinking skills while developingtheir English language skills.

The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University Pratama, Andra Sunata; Sada, Clarry; Ikhsanudin, Ikhsanudin
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1794

The objective of this research is to describe the percentage of post-alveolar fricative sound pronunciation acceptability among the English Language Education students in their sixth semester at the University of Tanjungpura. The scope of the study would be limited to the comparison of the first and second formants of the participants with those of the native speaker, whose formants were evaluated utilizing the PRAAT software. The data was gathered from a pronunciation performance test that was conducted via an audio recording procedure. The study involved a total of 15 participants who were categorized into three distinct ethnic groups, including Indonesian Tionghoa, Dayak, and Malay. Each participant pronouncing a set of 20 words, consisting of both voiceless and voiced post-alveolar fricatives. According to the findings of the study, 1) the percentage of voiceless post-alveolar fricative sounds that were considered ‘Acceptable’ was 40.5%, whereas the percentage of those that were considered ‘Not Acceptable’ was 59.5%., 2) the percentage of ‘Acceptable’ pronunciation of voiced post-alveolar fricative sounds was 42%, while the percentage of those that were ‘Not Acceptable’ was 58%. The inference that can be drawn is that students encounter challenges when attempting to articulate post-alveolar fricative sounds. HIGHLIGHTS : The study revealed that 31% of students exhibited exceptional proficiency in voiceless post-alveolar fricative pronunciation, whereas 33% achieved excellence in voiced pronunciation. This indicates a diverse distribution of skill levels among students. The acceptable criteria for pronunciation show that pronunciations that fall within the excellent to fair categories are in agreement with the expectations of native speakers. The correct pronunciation was achieved in around 40.5% of cases for voiceless fricatives and 42% for voiced fricatives, indicating places where pronunciation was considered acceptable. A significant number of sixth-semester English Language Education students had obstacles in pronouncing post-alveolar fricatives. The study proposes the implementation of an appropriate educational setting, the development of phonetic learning awareness, and the investigation of curricular enhancements for addressing pronunciation difficulties.

Home Page

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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

Abstract

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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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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