cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fika Megawati
Contact Email
jees@umsida.ac.id
Phone
+6281334068278
Journal Mail Official
jees@umsida.ac.id
Editorial Address
Universitas Muhammadiyah Sidoarjo Jl. Mojopahit No.666B, Sidoarjo, East Java, Indonesia
Location
Kab. sidoarjo,
Jawa timur
INDONESIA
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 224 Documents
 19   20   21   22   23 
Indonesian EFL secondary school students’ self-regulated writing strategies Shalfa Salsabila; Astri Hapsari
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; Mutia El Khairat; Dony Marzuki; Novi Fitria; Muthia Damaiyanti; Indri Astuti; Ts Ummu Hani Binti Yusof
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 Choiril Anwar; Hartono Hartono; Lim Seong Pek; Fatih Yavuz; Kurniawan Yudhi Nugroho; Isna Nuzullul Ilmi
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.
Questioning and reason-giving in EFL spoken interaction as expressions of critical-thinking orientations Oktavia Dwi Putri Larasati; Senowarsito Senowarsito; Jafar Sodiq
JEES (Journal of English Educators Society) Vol 11 No 2 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i2.2056

Abstract

Critical thinking in EFL speaking can be expressed through questioning and reason-giving during classroom interaction. However, how these speech acts function and can be interpreted as critical-thinking orientations across different communicative contexts remains underexplored. This qualitative case study examined the illocutionary functions of questioning and reason-giving, how they could be interpreted through Facione’s critical-thinking framework, and how communicative demands shaped their emergence in transactional and interpersonal speaking activities. The participants were 46 undergraduate EFL learners. Classroom interactions were recorded, transcribed, and analyzed using Searle’s Speech Act Theory and Facione’s framework, with MAXQDA 2024 supporting the coding and analysis. Of the 230 segments analyzed, 103 involved questioning and 127 involved reason-giving. Information Seeking was the most frequent questioning function (87 occurrences), while Causal Explanation (55 occurrences) and Justification (40 occurrences) were prominent reason-giving functions. In the code co-occurrence analysis, Analysis showed the most intersections, followed by Explanation and Evaluation, whereas Self-Regulation had the fewest. Role-play primarily involved information seeking to address information gaps, while discussion featured defense of argument as learners responded to contrasting viewpoints. Problem-solving prominently involved causal explanation and justification as learners examined problems and considered solutions. These patterns suggest that different communicative demands provided distinct opportunities for learners to express critical-thinking orientations through questioning and reason-giving.   Highlights:1. Information Seeking was the most frequent questioning function, while CausalExplanation and Justification were prominent forms of reason-giving in EFL spokeninteraction.2. Questioning and reason-giving reflected different critical-thinking orientations, withAnalysis, Explanation, and Evaluation emerging most prominently in classroominteraction.3. Different communicative demands shaped questioning and reason-giving: role-playaddressed information gaps, discussion engaged contrasting viewpoints, and problem-solving involved explaining problems and supporting solutions.

Page 23 of 23 | Total Record : 224

 19   20   21   22   23 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol 11 No 2 (2026): October Vol 11 No 1 (2026): April Vol 10 No 2 (2025): October Vol 10 No 1 (2025): April Vol 9 No 2 (2024): October Vol 9 No 1 (2024): April Vol 8 No 2 (2023): October Vol 8 No 1 (2023): April Vol 7 No 2 (2022): October Vol 7 No 1 (2022): April Vol 6 No 2 (2021): October Vol 6 No 1 (2021): April Vol 5 No 2 (2020): October Vol 5 No 1 (2020): April Vol 4 No 2 (2019): October Vol 4 No 1 (2019): April Vol 3 No 2 (2018): October Vol 3 No 1 (2018): April Vol 2 No 2 (2017): October Vol 2 No 1 (2017): April Vol 1 No 2 (2016): October Vol 1 No 1 (2016): April More Issue