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215 Documents
<![CDATA[Assessing the Effectiveness of Mobile-Application Technology: A Project-Based Learning ]]>
<![CDATA[Sariani, Sariani]]>;
<![CDATA[Yaningsih, Yaningsih]]>;
<![CDATA[El Khairat, Mutia]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.376
<![CDATA[In the development of technology and its advances in this industrial revolution 4.0 era, the graduates of vocational higher education institution are required to have a ready to use skill as demanded by the job market. This study aimed to investigate the effectiveness of utilizing mobile applications regarding vocabulary acquisition which occurred within a learning process. It was a project-based learning (PBL) performed during the supervision time of the student’ final project applying dictionary applications; The Free Dictionary and Dictionary.com. A mixed method approach was implemented where the data for the quantitative study was collected from the comparison of Vocabulary Size Test (VST) Monolingual-Version A which were carried out prior to and after the PBL. Moreover, the qualitative data was obtained from semi close-ended questionnaire, and open-structured interview. The result shows the superiority of using the mobile apps through this project-based process and at the same time the apps provide contextualized problem-solving environment to their users. HIGHLIGHTS: Even though written reference sources still have a place for students, it cannot be denied that online reference sources have many advantages in the current process of English teaching and learning. Through the project-based learning, mobile application technology can facilitate the students in the language learning process effectively and efficiently, and empower themselves to get maximum results, which is ultimately improve the output of educational institutions in the future.]]>
<![CDATA[Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class ]]>
<![CDATA[Tyas, Peptia Asrining]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.379
<![CDATA[This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses. HIGHLIGHTS: Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review. Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom. An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.]]>
<![CDATA[Incorporating Hijaiyah Sounds in English Pronunciation Class: Students’ Perception ]]>
<![CDATA[Gusdian, Rosalin Ismayoeng]]>;
<![CDATA[Lestiono, Riski]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.380
<![CDATA[Indonesian students still find it perplexing to acquire English pronunciation as both Bahasa as their mother tongue and English do not share equivalent phonological and phonetic systems. Meanwhile, Arabic (in this case is their Hijaiyah sounds) is proven to share some phonological resemblance to some English sounds. Therefore, it is the aim of the study to investigate the student perception of the implementation of Hjaiyah sounds in their English pronunciation class. The study employed a descriptive research design as the approach. The participants of the study were 36 students of the English Study Program in the academic year of 2019/2020. These participants were third-semester students undertaking their Intermediate Speaking class. Questionnaire and interview guide were utilized as data instruments. In collecting the data, some procedures including distributing the questionnaire and conducting the interview were carried out. In data analysis, the data from the survey were transformed into a percentage to obtain a more general image of the data description. The data from the interview were also transcribed. Finally, the findings were examined and discussed using both narrative and numerical description. As a result, this study has confirmed that the implementation of Hijaiyah sounds in teaching English pronunciation is perceived positively by the students. HIGHLIGHTS: Indonesian students still find it perplexing to acquire English pronunciation as both Bahasa as their mother tongue and English do not share equivalent phonological and phonetic systems. Arabic (in this case is students' Hijaiyah sounds) is proven to share some phonological resemblance to some English sounds.]]>
<![CDATA[Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development ]]>
<![CDATA[Cholifah, Anjar Nur]]>;
<![CDATA[Asib, Abdul]]>;
<![CDATA[Suparno, Suparno]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.382
<![CDATA[Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together. This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers. HIGHLIGHTS: Teacher has positive perceptions in implementing peer observation to promote professional development There are limited studies regarding the use of peer observation especially for in-service teacher Peer observation brings some benefits for the teacher to improve her teaching practice]]>
<![CDATA[Genre-Based Approach: Can It Improve the Informatics Engineering Students’ Writing Skill? ]]>
<![CDATA[Sukmawati, Nur Najibah]]>;
<![CDATA[Nasution, Sukma Septian]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.395
<![CDATA[Because instructional process in English for Specific Purpose (ESP) context is oriented to students’ academic and professional settings within discourse community, challenges appear. Learning language and learning language are directed to improving students’ language skills to survive the 21st century. On the other hand, score-documentations proved that the students performed low skills; especially writing skill. This study aimed at improving the students’ skill in writing explanation text by using Genre-Based Approach (GBA) to Informatics Engineering students of a private university in South, Indonesia. Classroom Action Research (CAR) was conducted to the third semester students of the university within two cycles. To validate the findings, writing test, observation and questionnaire were employed. The test result proved implementing GBA improved the classroom’s average score from 54 to 59.95 in cycle 1. This improvement was supported by the students’ engagement and enthusiasm to the instructional process as suggested by questionnaire and observation respectively. Further, the implementation of cycle 2 revealed the average score improved from 59.5 to 70.5. This score improvement is followed by the students’ agility and cooperativeness during the instructional process. This concludes that implementing GBA can improve the students’ skill in writing explanation text. This finding is expected to give insight for teachers to undoubtedly using GBA in English for specific purposes context. HIGHLIGHTS: The instructional practice of teaching English for informatics engineering students in the private university still focuses on form-based mastery. The informatics engineering students are eager and high-determinate to learn language skills especially writing in collaborative framework.]]>
<![CDATA[Character education in English subject: Teachers' perceptions and strategies ]]>
<![CDATA[Aghni, Luluk Aulia]]>;
<![CDATA[Vianty , Machdalena]]>;
<![CDATA[Petrus, Ismail]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.420
<![CDATA[Character education is a purposeful, proactive attempt to develop good character in students or, more simply, to teach students about the right and the wrong. In relation to character education, the purposes of this study were to find out teachers’ perceptions on character education and their strategies to implement it in the classroom. In addition, this study also investigated the teachers’ problems in implementing character education and their proposed solution. The participants of this study were two teachers of English at one of public senior high school in Palembang and the students from two classes which taught by the two teachers. The data of this study were collected through questionnaire, interviews, classroom observation and document review. The result of this study showed that the teachers agreed that character education was important to be applied during teaching and learning program through the strategies such as group discussion or individual assignment. Students’ personal characters and behaviors stated by the teachers as the problem in teaching the character education and having a communication with students and observing them during teaching and learning process were mention as the ways to solve the problem.]]>
<![CDATA[EFL learners’ phonemic awareness: A correlation between English phoneme identification skill toward word processing ]]>
<![CDATA[Rokhman, Miftakh Farid]]>;
<![CDATA[Lintangsari , Alies Poetri]]>;
<![CDATA[Perdhani, Widya Caterine]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.467
<![CDATA[This research aims to find out the correlation between English phoneme identification skills and word processing. It applies the quantitative approach with correlation design. The participants are 100 of 3rd- semester students in English Language Education Program. The correlational result reveals that it has correlation with .382 degrees in phoneme identification skill toward blending skill with the significance level .000, and .359 degrees in phoneme identification skill toward segmentation skill with the significance level .000. Then, the correlation result of English phoneme identification skill toward word processing is .462 degree with its significance .000. By the result, awareness to identify phoneme by initial, medial, and final sound correlates to the blending and segmenting skills which influence the comprehension of word. The more the students are able to identify phoneme based on its sound, the more the students will be able to blend and segment phoneme. Lastly, the ability to identify English phonemes is proven to be a skill that supports EFL learners on their productive and receptive skills. Then being able to identify its phonemes will assist on recognizing and processing English words appropriately so that English language teaching can be associated with the use of phoneme-based instruction on its teaching process. Highlights : Ability to identify English phonemes is proven to be a skill that supports EFL learners on their English productive and receptive skills. English phoneme identification skill contributes to blending and segmentation skill since phonemic awareness provides both decoding and encoding skill.]]>
<![CDATA["I can rise up from my adversity”: Situational language learning strategies ]]>
<![CDATA[Ismiatun, Febti]]>;
<![CDATA[Widowati, Diah Retno]]>;
<![CDATA[Suhartoyo, Eko]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.512
<![CDATA[Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.]]>
<![CDATA[Designing pedagogical narrative stories: Delving deeper into problem-solving skills of pre-service English teachers ]]>
<![CDATA[Ginting, Aprilia Arnis]]>;
<![CDATA[Kuswandono, Paulus]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.538
<![CDATA[Educating Pre-Service English Teachers (PSETs) to be ready to face challenges is a response to the fast changing globalized world. Hence, preparing future teachers to apply problem-solving skills in dealing with teachers’ challenges in the classroom is necessary. This study was intended to design a set of pedagogical narrative stories which enquire problem-solving skills of PSETs. The pedagogical narrative stories were designed as a supplementary material in micro teaching class to help PSETs understand the complex issues of teaching and learning process. This study was based on ADDIE model. The designed material product consists of six units of teachers’ real life in adapted stories. Each unit contains critical discussion and reflective activities namely: Story, Individual Reflection, Group Sharing, Class Discussion and Resolution. The final product was validated by subject matter expert who has credibility in writing English learning books. The validated outcome showed that the supplementary materials are appropriate for PSETs in micro teaching class. The finding is projected to construct positive awareness on the importance of problem-solving skills to enhance PSETs’ competence in dealing with classroom problems by answering questions more critically and reflectively. HIGHLIGHTS: · Problem solving skills can support PSETs in dealing with unpredicted occurrences beyond mastering knowledge and teaching materials in class. · Factual problems and guided reflections can provide PSETs with story engagement that is close to the real life of becoming teachers. · Through reflective practices, PSETs have opportunities to evaluate and make meaning of their previous educational experiences to become decision makers.]]>
<![CDATA[Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic ]]>
<![CDATA[Rinekso, Aji Budi]]>;
<![CDATA[Muslim , Ahmad Bukhori]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.646
<![CDATA[During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.]]>
