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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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Indonesian EFL secondary school students’ self-regulated writing strategies Salsabila, Shalfa; Hapsari, Astri
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.v11i1.1896

Abstract

Although EFL writing is considered a challenging skill for secondary school students to learn, there are still a few studies discussing how Indonesian EFL students use self-regulated writing strategies in their writing lessons. This survey study aims to discuss self-regulated writing strategies used by Indonesian secondary school students and identify whether gender differences exist in students’ use of self-regulated writing strategies. Sixty-five grade 12 students from a high school in Yogyakarta, Indonesia, agreed to participate in the study. The findings reveal that the profile of the participants’ writing self-regulated learning strategies, from the most frequently employed to the least frequently employed are: metacognitive judgment  (M = 5.59, SD = 1.26), goal-oriented monitoring (M=5.23, SD=1.27), memorization (M=5.14, SD=1.27), emotional control (M=5.13, SD=1.29), writing planning (M=5.11, SD=1.32), and goal-oriented evaluation (M = 5.10, SD = 1.22). It also revealed that female students tended to employ more self-regulated writing strategies than their male counterparts. This study suggests that the teacher should optimize students’ use of writing self-regulated learning strategies by raising students awareness of the strategies in the classroom instruction. For future study, a correlation study between writing self-regulated learning strategies and students’ writing performance will enrich the discussion on how writing strategies may give benefits to students’ writing performance.
Students' opinion on the transition from EFL to ELF: Revisiting English pedagogy in vocational higher education Sariani, Sariani; El Khairat, Mutia; Marzuki, Dony; Fitria, Novi; Damaiyanti, Muthia; Astuti, Indri; Binti Yusof , Ts Ummu Hani
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.v11i1.1973

Abstract

As workforce diversity increases in the globalization era, vocational education plays a crucial role in preparing students to be competent and industry-ready, with English serving as a key medium for professional integration. English as a Lingua Franca (ELF) has emerged as a flexible mode of communication, facilitating interaction not only between native and non-native speakers but also among non-native speakers from varied linguistic backgrounds. This study examines the perceptions of Indonesian Vocational Higher Education (VHE) students regarding the role and relevance of ELF in meeting global workplace communication demands. Participants consisted of sixty-nine sixth-semester English majors who had completed two- to three-month internships in various industries. Data were collected through a five-point Likert-scale questionnaire and semi-structured interviews, enabling both quantitative and qualitative insights. Statistical analysis using a t-test, following the Shapiro-Wilk normality test, revealed mean differences ranging from M = 2.95 (Q10) to M = 4.28 (Q14). These findings were supported by interview data, indicating that most participants viewed ELF as more suitable for workplace communication than traditional English as a Foreign Language (EFL) norm. The study highlights the need to align English Language Teaching (ELT) in vocational education with ELF-oriented principles to enhance communicative effectiveness in global professional settings.
Digital shift in ELT: Impact of technology on Indonesian high school students’ language proficiency Anwar, Choiril; Hartono, Hartono; Pek, Lim Seong; Yavuz, Fatih; Nugroho, Kurniawan Yudhi; Ilmi, Isna Nuzullul
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.v11i1.2038

Abstract

The use of technology in English Language Teaching (ELT) has revolutionized the field of education by providing previously unheard-of chances for language acquisition. High school students in Indonesia who are learning English as a foreign language (EFL) stand to gain a great deal from technology-enhanced training. The purpose of this research is to examine how technology-enhanced instruction affects the language competency and learning outcomes of high school students in Indonesia. A quantitative method was used. Thirty-one Indonesian high school students were selected for the study using stratified random sampling. Speaking, reading, and writing language competency tests were among the ways used to obtain the data. Statistical Packages for Social Sciences (SPSS) version 25 was used for data analysis, which included descriptive statistics and inferential statistics (t-tests). This study shows how technology-enhanced instruction can transform ELT in Indonesian high schools and offers stakeholders, educators, and policy-makers useful information for creating successful language learning initiatives. The results highlight the significance of using technology to improve language learning outcomes and have ramifications for language instruction around the world.

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