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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 223 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.
Learner autonomy in an online project-based learning: voices from Indonesian EFL students Chakim, Nur; Widiati, Utami; Prayogo, Johannes Ananto; Romadhon , Adi Sasongko
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.1959

Abstract

This study explored university students' levels of autonomy and identified the challenges they face in becoming more autonomous learners within a university context. The research involved 80 students from a public university in Surabaya, East Java, Indonesia. A mixed-methods sequential explanatory design was employed, comprising two phases: a survey phase and an interview phase. The data were collected using closed-ended questionnaires to assess students’ levels of autonomy and semi-structured interviews to examine the challenges hindering students’ autonomy. Next, the quantitative data from the questionnaire were analyzed using simple statistical techniques, including percentages and mean scores, while the qualitative data were analyzed using thematic analysis. The findings revealed two key results. First, students showed high levels of autonomy across all dimensions—technical, psychological, political, and socio-cultural. Notably, none of the questionnaire items indicated a low level of autonomy. Students attributed their high autonomy to the flexibility of working independently at home and leveraging internet resources to complete their projects. They also displayed strong sociability, adaptability, and collaboration skills in achieving their goals. Second, the primary challenges faced by students to be more autonomous in online meetings involved: lecturers’ compulsory instructions, low motivation, lack of discipline, poor time management, dependence on lecturers, lack of skills, and limited interaction.
Speaking anxiety among English majors: A mixed-methods study of psychological, linguistic, and environmental barriers Sukmawati, Ria; Maghfiroh, Ana; Nimasari, Elok Putri; Yulianti, Dwiana Binti; Frossard, Rafael Altoé
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.1966

Abstract

This study aims to: (1) identify the psychological causes of speaking anxiety among English Education students; (2) examine the influence of environmental factors, such as classroom dynamics and peer interaction, on students’ speaking confidence; and (3) explore linguistic challenges, including limited vocabulary and grammatical competence, that hinder speaking fluency. The study employed a mixed-methods design with an explanatory sequential approach, combining quantitative survey data from 30 students with in-depth interviews involving three selected participants. The findings revealed that fear of making mistakes (M = 3.70) and concerns about pronunciation (M = 3.50) were the primary sources of speaking anxiety. Qualitative results indicated that linguistic challenges were closely linked to psychological factors and shaped by classroom dynamics. While previous studies have highlighted peer pressure as a major source of anxiety, this study found that peer influence tended to be neutral within a supportive classroom environment. These findings suggest that speaking anxiety is shaped by the interaction of psychological, linguistic, and environmental factors. Therefore, effective interventions should adopt a holistic approach that integrates confidence-building, supportive teaching practices, and communicative activities.
Ambivalent gender deconstructions reflected through conversations in EFL textbooks for eleventh grade of Indonesian senior high school Suwastini, Ni Komang Arie; Mihira, Luh Shanti Nilayam; Artini, Ni Nyoman; Jayantini, I Gusti Agung Sri Rwa; Kultsum, Ummi
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.1974

Abstract

Although efforts have been made to reduce gender bias in textbooks, Indonesian English textbooks still tend to reproduce gender-biased oppositions that support patriarchal values. This study aims to analyze how patriarchal values are deconstructed in conversational texts. The research subject was the Indonesian English textbook for the eleventh grade published by the Ministry of Education in 2017, which contains eight chapters and twenty-one conversations. Through McKee's model of textual analysis, this study reveals that the textbook shows a balanced frequency between male and female characters in giving opinions and asking for decisions, with females slightly dominating decision-making. Female characters asked for suggestions more frequently, while males slightly dominated in giving suggestions and more significantly in giving answers. Agreement was more common among females, while males dominated disagreement. While female characters were positioned as decision-makers, this was undermined by the high frequency of male disagreement. The study reveals ambivalence in the deconstruction of male dominance, indicating that stronger efforts are needed to promote gender equality through textbook content.
The role of classroom interaction in daily writing practice and EFL recount text writing Saifudin, Ahmad; Kholis, Adhan; Gharamah, Fadhl Mohammed Awadh
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.2001

Abstract

This study investigates how daily writing practice enhances EFL students’ recount text writing through classroom interaction. While previous research has demonstrated the benefits of regular writing practice, most studies have relied on quantitative measures and have paid limited attention to how writing development is mediated through classroom interaction in authentic learning contexts. Addressing this gap, the present study employs a qualitative design to explore both writing development and interactional processes in an Indonesian higher education setting. The study was conducted with 15 third-semester students enrolled in an Intermediate Writing course. Data were collected through classroom observations, students’ written texts, and semi-structured interviews, and were analyzed using thematic analysis to identify patterns of interaction and trajectories of writing development over time. The findings reveal that daily writing practice led to specific improvements in idea elaboration, chronological organization, and control of past tense forms in recount texts. More importantly, classroom interaction, particularly lecturer feedback, peer discussion, and guided questioning, functioned as a mediating mechanism that supported revision, genre awareness, and self-regulated writing. Students gradually shifted from fragmented and formulaic writing to more coherent and reflective recount texts. This study contributes to EFL writing pedagogy by providing qualitative evidence that writing development is not solely driven by practice frequency but also by the quality of interaction embedded within writing activities. It highlights the importance of integrating routine writing practice with interactive, genre-based instruction to foster sustained writing development in higher education contexts.
Bilingualism and multilingualism on pluralism in English Language Teaching (ELT): Bibliometric analysis Fitriyah, Diana Indah; Hamida, Wanda; Afifah, Muthiah; Nurhayati, Lusi
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.2002

Abstract

The appearance of multicultural societies and globalization as the problems in the field of English Language Teaching (ELT). Moreover, pluralism is used in the education system to support the belief that a variety of languages and cultures should be implemented in the teaching and learning process. Despite the growing attention to pluralism, comprehensive bibliometric analysis mapping this research domain remain limited. Therefore, this study conducted a bibliometric analysis, using statistical publication for assessing publications. It presents the most productive authors, countries, sources, and most cited articles. This study analyzed 98 articles, which were guaranteed to be impartial in their interpretive results. The data analysis is collected in Scopus and was analyzed using R.4.4.1 and VOS viewer to get the exact pattern. The results show that the United Kingdom stands as the highest published article, and HO WYJ and FUSTER C are the authors who show the impact leader. In addition, the International Journal of Bilingual Education and Bilingualism had the most publications, closely followed by the International Journal of Multilingualism. Keyword co-occurrence analysis showed that “multilingual” occupies a central position in the network visualization, indicating its pivotal role in pluralism-related research. These findings provide an overview of the state of pluralism studies in ELT and highlight the need for future research that explores specific pedagogical implementations and the role of digital technologies in promoting inclusive and culturally responsive language education. For ELT practitioners in Indonesia, these findings offer practical insights into integrating multilingual and culturally responsive approaches into classroom practices to better address diverse student backgrounds and learning needs.

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