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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 215 Documents
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Exploring students’ barriers in reading digital books: A case study of English education students at IAIN Palopo Furwana, Dewi; Teresa Linse, Caroline; Andriani, Nur; Mifta, Nurul
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1927

Abstract

Technological advancements have transformed education, including the use of digital books as learning media. Despite their potential, many students still encounter obstacles in accessing and utilizing digital books effectively. This study investigates the barriers faced by students of the English Language Education Study Program at IAIN Palopo in reading digital books. Using a qualitative case study approach, data were collected through unstructured interviews with 12 students from the Faculty of Education and Teacher Training. The data were analyzed through three stages: data reduction, data display, and conclusion drawing. The results reveal seven primary barriers: (1) limited device storage and low battery life hinder access to digital books (Device Access); (2) unstable internet connections in students' local areas affect accessibility (Internet Connectivity); (3) prolonged screen time leads to eye strain (Eyestrain); (4) students experience dizziness and fatigue after extended reading sessions (Reading Fatigue); (5) distractions from social media notifications reduce focus (Concentration and Retention); (6) unattractive digital book formats discourage engagement (Format Issues); and (7) some students cannot access certain materials due to financial constraints (Socioeconomic Barriers). These findings highlight the need for more accessible and student-friendly digital reading solutions. HIGHLIGHTS: Technological and infrastructural limitations such as insufficient device storage, batteryissues, and unstable internet are major obstacles impeding students’ access to digital books. Physiological and cognitive barriers, including digital eye strain, reading fatigue, anddistractions from mobile notifications, significantly reduce reading comprehension andretention. Socioeconomic factors and format-related discomfort, such as unaffordable e-books andpoor digital design, further hinder equitable and effective engagement with digital learningresources.
A Meta-analysis of the effects of differentiated instruction on English language proficiency Weganofa, Riza; Mujiono
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1929

Abstract

This meta-analysis systematically examined the effects of differentiated instruction (DI) on English language proficiency, addressing the growing need for instructional approaches that address diverse student profiles․ Seven empirical studies published between 2017 and 2024 were included. The overall pooled mean difference was 2․92 with a 95% confidence interval [1․64–4․19], indicating significant improvements in learners' grammar, reading comprehension, and fluency․ A high heterogeneity level (I² = 87%) was observed․ The findings support DI as an effective pedagogical approach in multilingual English classrooms, consistently demonstrating its positive impact on grammar, reading comprehension, fluency, and overall language achievement compared to traditional approaches․ However, substantial variability in effect sizes highlighted the influence of educational contexts, student characteristics, and DI implementation strategies․ Methodological concerns, particularly regarding randomization and allocation concealment, also limited internal validity and generalizability․ Despite these limitations, the findings reinforce DI’s potential to promote equitable learning and enhance student engagement, advocating for its broader application in multilingual settings․ Future research should adopt more rigorous experimental designs, longitudinal approaches, and comprehensive evaluations of implementation fidelity, while exploring contextual factors that shape DI effectiveness, to refine both theoretical frameworks and practical guidelines․
From classroom to screen: Vocational English students’ copywriting practices in creating tourism promotion videos Aulia, Dhini; Muslim, Ahmad Bukhori; Hermawan, Budi
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1935

Abstract

While existing research on copywriting primarily assesses the impact of promotional content on audiences, there is a notable lack of studies exploring how copywriting is taught and practiced within language education. This study addresses this gap by examining the strategies employed by English language students at a state polytechnic in Indonesia as they create tourism promotional videos. Utilizing a qualitative content analysis approach, the research investigates students' final reports to identify key patterns and gaps in their copywriting practices. Findings reveal that while students demonstrated creativity and effectively showcases local cultural and natural attractions through engaging language, their work often lacked depth in audience profiling, inclusion of practical travel information, and alignment between video duration and selected media platforms. These limitations reduced the communicative effectiveness of their content. The study highlights the importance of integrating copywriting instruction into English for Specific Purposes (ESP) curricula, particularly in vocational education, to better prepare students for real-world communication tasks. Implications for ESP course design and project-based learning in language instruction are also discussed.
Engaging students in a collaborative and reflective reading material development: participatory action research Nimasari, Elok Putri; Harmanto, Bambang; Bonavidi, Rinjani; Cobantoro, Adi Fajaryanto; Elvina Dwi, Cahyani; Velrinda Fahza'a, Risty
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1948

Abstract

Grounded in Halliday’s Systemic Functional Linguistics and Freire’s Critical Pedagogy, the research aims to develop a transformative digital reading assessment model that embeds Muhammadiyah values and promotes critical literacy. Conducted as a four-month participatory action research project at a Muhammadiyah higher education institution in Indonesia, this study engaged 30 student participants and several community figures. Data were collected through classroom observations, focus group discussions, and interviews, and were analyzed using critical discourse analysis based on SFL's meta functions and Freirean principles. Findings reveal three key themes: first, students interpreted texts as ideological constructs by identifying field, tenor, and mode; second, students co-constructed culturally situated reading materials through dialogic engagement with community members; and third, students demonstrated critical engagement with multimodal digital texts by analyzing how visual and linguistic elements shaped meaning. This study practically contributes a contextually grounded model for reading assessment, showing how digital platforms can serve as ethical spaces for language learning that is both critical and culturally embedded.
Revealing learner beliefs in EFL learning across cultures and technologies Hesmatantya, Vega
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1934

Abstract

Learners' beliefs are a crucial factor in English as a Foreign Language (EFL) learning, as they influence motivation, learning strategies, and learning outcomes. Recent studies have shown that positive beliefs, such as confidence in one's own language abilities, promotes active participation and achievement, while negative beliefs can hinder progress. Sociocultural factors, prior learning experiences, and environmental context also play a significant role in shaping these beliefs. This study reviews empirical literature published in Scopus-indexed journals between 2020 and 2025 to examine the development of learners' beliefs within cross-cultural contexts and the integration of technology. The review reveals that learners' beliefs are related to their learning strategies, motivation, and learning orientation, and are influenced by social norms, cultural background, and pedagogies practices. Furthermore, technology integration, particularly through AI-based applications, gamified environments, and adaptive learning platforms, has been found to enhance positive beliefs by providing personalized materials, instant feedback, and interactive learning experiences. However, challenges such as limited digital infrastructure, unequal internet access, and insufficient teacher preparedness remain significant barriers, particularly in the Indonesian context. These findings underscore the need for adaptive and context-sensitive pedagogical strategies that can positively shape learners' beliefs, foster comprehensive language competencies, and effectively utilize technology to support inclusive and holistic EFL learning. Theoretically, this study contributes to deeper understanding of learners' beliefs in EFL contexts, while practically, it offers valuable insights for educators and curriculum developers in designing culturally responsive and technological integrated learning environments.
The Influence of AI-Generated Feedback on Students’ Debate Skills in University Daniswara, Landry Dwiyoga
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1941

Abstract

The use of Artificial Intelligence (AI) tools like ChatGPT has become more common in education, especially at the university level. When it comes to learning English through debating, ChatGPT has the potential to support students by providing feedback not only on language use, but also on the content of their arguments. The purpose of this study is to investigate how using ChatGPT might impact university students’ performance in debate. The method used a mixed-method exploratory approach, combining a pre-experimental design with interviews to get a fuller picture. Eight students took part in a simulated British Parliamentary debate. They completed assessments before and after the intervention, debating two different motions which had the same topic to collect data. The finding showed that there was no improvement in students’ debate scores after using ChatGPT. The average scores were the same, 75.75, both before and after the intervention. Although there was a moderate positive correlation between pretest and posttest scores (r=0.826), the identical averages suggest that the ChatGPT tool did not have a significant effect. Interviews revealed that the students often copied the AI’s responses instead of critically engaging with the material which weakened the quality of their debate. Keywords: Artificial Intelligence, ChatGPT, debate, argument
Enhancing Vocabulary Acquisition Through Word Association Recitation at EFL Students Rikarno Putra, Andika; Mulyadi, Dodi; Aimah, Siti; Ginting, Pirman; Singh, Charanjit Kaur Swaran
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1950

Abstract

Vocabulary is one of the key components to mastering English. The school is a place where EFL students could start learning English. This study aimed to find out whether or not the word association recitation could enhance vocabulary acquisition among beginner-level EFL students at an Islamic junior high school. This quantitative study employed a Classroom Action Research (CAR) design to investigate the effectiveness of the word association recitation technique in improving vocabulary acquisition among seventh-grade students at an Islamic junior high school. Conducted over two cycles between October and November 2024, each cycle consisted of three instructional sessions. A purposive sampling method was used to select Class 7A (N = 143), which consisted of students with varied levels of prior English exposure. The results indicated significant improvement in classroom engagement, with attention increasing from 46% to 67%, participation from 47% to 71%, and positive attitudes from 57% to 74%. Notably, post-test scores rose by 46.7%, from an average of 49.23 to 72.23, with substantial gains among lower-proficiency learners (up to 122% improvement). A paired samples t-test revealed a statistically significant difference between pre- and post-intervention scores (p = .000), confirming the positive impact of the technique on vocabulary learning. Future research is encouraged to explore the integration of communicative tasks, test the approach across broader EFL contexts, and incorporate digital tools to enhance vocabulary practice.
Implementing and evaluating OpenAI whisper for accurate speaking assessment and skill development in Indonesian EFL classroom Latifa, Salsabila; Maruf, Nirwanto
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

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

Abstract

This study investigates the implementation and effectiveness of an OpenAI Whisper-based automatic speech recognition (ASR) system for evaluating and improving the speaking skills of Indonesian EFL students. Employing a mixed-methods, one-group pretest-posttest design, the research involved 40 undergraduate students from Universitas Muhammadiyah Gresik. Quantitative data were collected through standardized speaking tests rated by both the Whisper system and expert human assessors, focusing on fluency, pronunciation, and coherence. Qualitative insights were obtained from classroom observations and in-depth interviews with students and lecturers, exploring user experiences and contextual factors influencing system performance. The results demonstrate that the Whisper-based assessment system achieved high inter-rater reliability with human experts (Cohen’s Kappa = 0.81; ICC = 0.87) and yielded significant improvements in learners’ speaking skills across all assessed dimensions, with the most notable gains in pronunciation. The system’s immediate, actionable feedback fostered greater learner engagement and self-directed improvement. However, the study also identified critical contextual factors—such as technological infrastructure, digital literacy, and classroom environment—that influenced the system’s effectiveness and reliability. These findings highlight the need for robust infrastructure, comprehensive teacher training, and equitable access to technology to maximize the benefits of AI-driven assessment. This research advances both theory and practice by validating a multidimensional, context-adaptive framework for AI-based speaking evaluation and providing practical guidelines for integrating advanced ASR technology into EFL curricula. The study’s implications inform educators, policymakers, and technologists seeking scalable, objective, and equitable solutions for language assessment in Indonesia and similar educational contexts.
Enhancing EFL students’ reading comprehension through Instagram: A quasi-experimental study Sudiran, Sudiran; Taufiq, Wahyu; Adi, A.B. Prabowo Kusumo
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1957

Abstract

The rapid development of digital technology has reshaped students’ learning preferences, particularly in accessing reading materials. Despite the abundance of digital resources, many students still struggle to develop sufficient English reading skills, indicating a need for innovative media that align with their learning habits. While several studies have investigated social media as a supplementary learning tool, limited research has specifically examined the systematic use of Instagram in enhancing students’ reading comprehension. Therefore, this study aimed to examine the implementation of Instagram as a learning medium to improve students’ reading skills and to measure its effectiveness in classroom practice. A quasi-experimental design was employed with 28 university students, who were taught with Instagram-based reading materials. Reading materials were selected from authentic Instagram posts and delivered during eight instructional sessions over eight weeks. Data were collected through validated and reliable reading comprehension tests administered as a pretest and post-test. In addition, a student reading test was used to capture learners’ skills in Instagram-based reading activities. The findings revealed that students’ post-test scores significantly outperformed their pre-test scores, with a notable increase in their mean post-test scores (M = 69.00) compared to the pretest scores (M = 59.60). Independent samples T-test analysis confirmed a statistically significant difference (p < 0.05), indicating that Instagram effectively supports reading comprehension improvement. Moreover, students reported higher motivation and engagement when learning through Instagram. These results suggest that Instagram can serve as an innovative and authentic medium to enhance reading skills in EFL contexts.
From struggles to strategies: Indonesian students’ use of e-portfolios in public speaking courses through the lens of self-regulated learning and sociocultural theory Muhammad Ali, Raden; Narpaduita, Pamastu; Iqwan Sanjani, Muhammad; Khaerati Syam, Ummi; Hastuti, Dwi; Kunta Biddinika, Muhammad
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1969

Abstract

The implementation of e-portfolios in education has gained widespread recognition for its potential as both an assessment and learning tool. This study examines challenges faced by students in creating e-portfolios during public speaking classes and strategies to overcome them. Conducted among fifth-semester English Education students at a university in Yogyakarta, Indonesia, this qualitative research employed observations, semi-structured interviews, and documentation for data collection. Findings reveal obstacles such as confusion with e-portfolio structure, limited digital skills, unreliable internet, and time management struggles. Students also faced issues with creativity, motivation, and balancing workloads. To address these challenges, students employed collaborative learning by consulting peers and lecturers, and self-directed learning through online tutorials. Time management strategies like task segmentation and avoiding procrastination helped them stay on track. They utilized concept maps for organization, identified reliable internet hotspots, and relied on peer feedback for mutual support and revisions. Focus on self-responsibility and goal setting further enhanced their motivation. The study concludes that despite its challenges, e-portfolio development fosters critical skills like independence, creativity, and time management. Institutional support through workshops and improved digital infrastructure plays a crucial role in enabling student success. Educators can systematically address barriers to optimize e-portfolio use as a powerful tool for academic and professional growth.

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