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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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Enhancing students’ speaking skills using ChatGPT application in ESP maritime English learning Ratnaningsih, Dyah
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.v10i2.1964

Abstract

This research investigated the impact of utilizing ChatGPT, an advanced artificial intelligence language model, on improving maritime English-speaking skills among students at a maritime polytechnic in Indonesia. Effective communication in maritime operations is critical for maintaining safety, preventing misunderstandings, and ensuring efficient coordination among multinational crew members. However, many maritime students face challenges in attaining adequate English-speaking proficiency necessary for these operations. This study adopted a classroom action research (CAR) design involving 69 students over two instructional cycles. Data collection methods included pretests and post-tests to quantitatively measured speaking performance, alongside questionnaires to gather qualitative insights into students’ perceptions of the learning process and their engagement. Quantitative data were analyzed using paired sample t-tests in SPSS 22, revealing statistically significant improvements in key areas such as vocabulary use, grammatical accuracy, and overall fluency after the introduction of ChatGPT-assisted learning activities. Additionally, qualitative findings from questionnaires indicated enhanced student confidence, motivation, and active participation in speaking tasks, suggesting positive attitudes toward this AI-supported learning approach. The study highlighted the potential of integrating ChatGPT as a supplementary instructional tool within maritime English curricula to support language acquisition more effectively. By fostering maritime English-speaking competence through innovative technology integration, this approach contributed to better preparation of students for real-world communication demands in the maritime industry. Ultimately, the findings demonstrated that ChatGPT can serve as a valuable resource for language instructors, promoting more engaging, interactive, and productive learning environments that align with the operational needs of global maritime professionals.
Exploring peer review as a pedagogical tool to enhance paragraph-writing skills in university students Putra, Aidil Syah; Rohim, Abdul; Zanzali, Noor Azlan Ahmad
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.v10i2.1965

Abstract

This study explores the role of structured peer review as a pedagogical tool to enhance paragraph-level writing skills among university students in Indonesia. Academic writing remains one of the most demanding competencies for learners, particularly in producing cohesive and coherent paragraphs. In contexts where large classes and limited teacher feedback constrain the learning process, peer review offers a collaborative approach that distributes responsibility for feedback while fostering deeper engagement with writing. Employing a qualitative case study design, this research involved 25 fourth-year students in an English composition course. Data were gathered from multiple sources, including students’ writing drafts collected across several peer review cycles, classroom observations, surveys, and semi-structured interviews. This triangulated approach allowed for a rich exploration of how students’ paragraph writing developed over time and how they perceived the peer review process. The findings indicate that students demonstrated notable progress in crafting clearer topic sentences, elaborating supporting details, and producing more consistent concluding sentences. Beyond textual improvements, students reported increased confidence, greater accountability toward peers, and stronger reflective habits. These gains were facilitated by scaffolding strategies such as rubrics, checklists, and teacher modeling, which guided students to provide feedback that moved beyond surface-level corrections toward higher-order concerns of coherence and unity. The study concludes that structured peer review supports not only the improvement of writing products but also the cultivation of collaborative and self-regulated learning practices. As such, it underscores the potential of peer review to be integrated as a core component of English as a Foreign Language (EFL) writing instruction in higher education.
Creative teaching in English language classrooms: A reflective and contextual interpretation Ahsanu, Muhamad; Wardani, Erna; Ashari, Ashari
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.v10i2.1967

Abstract

Creativity has become a defining competency in twenty-first-century higher education, particularly in English language teaching (ELT), yet how university educators conceptualize and enact it remains under-explored. This study investigates the lived experiences of two Indonesian lecturers—one from a public and one from a private university—through a narrative inquiry approach supported by classroom observations and thematic analysis. The findings reveal that creative teaching in ELT is a reflective, adaptive, and contextually grounded process characterized by continual negotiation between pedagogical innovation and institutional constraints. Two interrelated models emerged: the Five-Facet Framework (FFF) (teaching capital, material, media, method, and evaluation) and Reflective Adaptation as the sustaining mechanism of creativity. Effective creative teaching was found to rely not on isolated techniques but on the orchestration of these five components, harmonized like instruments in an orchestra. Teachers’ passion, autonomy, and responsiveness to learners’ needs serve as catalysts that transform routine instruction into dynamic, student-centered learning experiences. Reflection and contextual empowerment further enable resilience amid limited resources and rigid curricula. The study contributes to sociocultural and constructivist perspectives by framing creativity as both a personal and collective endeavour—rooted in interaction, reflection, and contextual engagement. Theoretically, it reaffirms that creative teaching forms the foundation of effective pedagogy; practically, it advocates institutional support systems that nurture reflective professional cultures and empower teachers to sustain innovation in ELT.
Inclusive education: English teachers’ challenges and strategies for hearing-impaired students in Indonesia Suryanto, Jati; Rachmawati, Berliana Farras; Saefurrohman, Saefurrohman; Sorohiti, Maryam
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.v10i2.1970

Abstract

English language teaching learning for deaf learners in Indonesia faces linguistic challenges such as limited first-language proficiency, reliance on visual communication, and the phonological complexity of English. This study investigated the challenges faced by teachers, the strategies they adopt, and the perceived effectiveness of their approaches in teaching English to deaf students. Employing a qualitative design, data were collected through in-depth, semi-structured interviews with experienced six English teachers from two urban Sekolah Luar Biasa (SLBs) at the secondary school level. Data were analyzed using thematic analysis, which revealed persistent barriers including students limited linguistic and cognitive skills, inconsistent classroom communication, and inadequate teaching resources. In response, teachers employed visual and multimodal strategies, such as flashcards, realia, Canva-designed materials, educational games, and total communication methods combining sign language, speech, and written text. These approaches enhanced short-term vocabulary acquisition and student engagement yet fell short in fostering long-term language development due to systemic issues such as the absence of adapted curricula and inclusive assessments. The findings highlight that while teacher-led innovations can partially address immediate learning needs, they cannot fully compensate for broader structural gaps. Sustainable improvement in English learning for deaf students requires comprehensive reforms, including the development of adapted curricula, targeted teacher training in inclusive pedagogy, and strengthened institutional support. Such measures are essential to ensure equitable access to English language education and to empower deaf learners with the linguistic skills necessary for academic achievement and social participation in Indonesia’s inclusive education framework.
Exploring the role of language policy in facilitating multilingual communication among pesantren students Sa'adah, Alfiyatus; Rohmah, Zuliati; Junining, Esti; Abdullah, Hazlina
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.v10i2.1971

Abstract

This study investigates the daily life of a student navigating a multilingual language policy at Pesantren Progresif Bumi Sholawat, an Islamic boarding school in East Java. It aims to explore how the use of multiple languages, primarily English, supported by Japanese, Arabic, and Javanese, shapes the student’s communication, identity formation, and emotional adaptation. Utilizing a qualitative methodology with a narrative inquiry approach, the study draws on Vygotsky's sociocultural theory, which emphasizes social interaction and cultural tools as the foundation of language acquisition. Data were collected through in-depth interviews and analyzed using thematic narrative analysis.  The findings show three key aspects, First, students experience both cognitive and emotional tension while adapting to the English-only policy. Second, support from peers and teachers serves as crucial scaffolding that helps them build confidence and overcame language anxiety. Third, students gradually form a hybrid identity that integrates Pesantren values with global communication competence This research contributes to the field of language policy by foregrounding student voices, affective experiences, and practical directions for enhancing multilingual practices in Islamic boarding schools.

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