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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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Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure Nuroh , Ermawati Zulikhatin; Retnaningdyah , Pratiwi; Munir , Ahmad
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1145

Abstract

The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning. HIGHLIGHTS: The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.
Multiple E-Learning technologies on practicing TOEFL structure and written expression Pratiwi, Damar Isti; Atmaja, Dadang Sanjaya; Prasetya, Henry Widya
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1194

Abstract

The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.
Jeopardy classroom instruction: Fostering students’ motivation to learn English vocabulary Kusumaningrum, Widya Ratna; Binarti, Endang
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1211

Abstract

The issue, dealing with gamification to foster learners’ motivation and vocabulary in learning English, has been investigated recently. It is perceived that gamification will directly affect the teaching-learning process and determine the learning ambiance. This study aims to shed light on the extent of the employment of Jeopardy Classroom Instruction to foster EFL learners’ motivation to learn English vocabulary. The study deployed an action research method with three phases of pre-cycle, cycle 1, and cycle 2. Pre-cycle was to document the initial classroom condition before using Jeopardy Classroom Instruction, while cycle 1 and cycle 2 were for knowing the teaching-learning process situation during the use of Jeopardy Classroom Instruction. The participants were junior high school students. The data were collected through observation, closed-ended questionnaire, and students’ score. The results suggested that Jeopardy Classroom Instruction is an adjunct to aid students’ motivation to learn vocabulary. It helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. Also, it mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self-sabotage that might hinder them from learning vocabulary. HIGHLIGHTS: Jeopardy Classroom Instruction helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. It mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self- sabotage that might hinder them from learning vocabulary.
Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature Pusparini, Ririn; Widiati, Utami; Susanti, Arik
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1212

Abstract

Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers. HIGHLIGHTS: EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach. Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs. Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.
Investigating learning outcome based on a model of English teaching of Indonesian elementary students Syatriana, Eny; Erwin , Akib
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1110

Abstract

This research aim of this study is to develop a model of teaching English for Indonesian elementary students. This developmental research consisted of five key procedures: analysis of need, model design, development, implementation, and evaluation. In the model development, two treatments were conducted to test the model. In the evaluation, a pre-test and post-test were administered to see the effectiveness of the model and the instructional materials in enhancing the English achievement of the students. The subject consisted of three school headmasters, three English teachers, and the fourth graders of three elementary schools in Makassar city. The teaching model consisting of four main stages: pre-activity, presentation, practice, and evaluation considers three main aspect: the language skill, language performance, and pedagogic aspects. The result indicates that the English teaching model is successful in enhancing the students’ achievement in English and learning interest. In its form, the teaching model is flexible; it helps teacher write instructional materials, write lesson plans, teach, and analyze the teaching and learning process. The standards in thefieldsupportthe model and the teaching of students. HIGHLIGHTS: The procedure of analysing and implementation model of teaching should become the requirement of the instructional material development in enhancing the achievement of the students. The main activity in teaching and learning process become the main contribution to have a wonderful result to encounter the bias or the difficulties during the learning process. Designing appropriate instructional materials as entry requirements to answer the learning outcome of teaching English for elementary students.
Internal continuatives and logical metaphors: A development of classifying conjunctive relation Santosa, Riyadi; Sumarlam; Wiratno, Tri; Priyanto, Agus Dwi; Susanti, Ratna
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1360

Abstract

This research attempts to develop Martin’s & Rose’s concept of conjunctive relation (CR) analysis, in which the external and internal roles of conjunction do not include the other two types of conjunctive relation markers such as continuative and logical metaphor. Relying on more than twenty international journal articles, the research findings exhibit that certain types of continuative and logical metaphor can not only operate externally to connect events and qualities but they can also function internally to organize evidences and arguments in texts. As a result, not only a new role of internal continuative and logical metaphor can be confirmed, but the findings will also introduce an elaborated development of classifying CR in general. The emergence of the internal role of continuative and logical metaphor leads to a more elaborate way of connecting and grouping clauses into different units of discourse. In this way, they will also be able to demonstrate how texts can be built up through clauses, phases, and stages in a particular genre, without the need to be interpreted in conjunctions. HIGHLIGHTS: This article attempt to find a new way of classifying internal and external conjunctive relation that is comprised of conjunction, continuative and metaphor. Martin (2007) argues that only conjunction that perform external and inter. This article exhibits that actually external and internal roles can also be performed by continuative and metaphor. Some types of logical metaphors and continuations can not only operate externally to connect events and qualities, but can also function internally to organize evidence and arguments in a text.
EFL students' epistemic beliefs and their relations to critical thinking and reading achievement Amatullah, Aidha Azizah; Emaliana, Ive; Junining, Esti
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1367

Abstract

One of the key points of reading comprehension is epistemic beliefs. Epistemic beliefs can be explained as students’ determination of way of learning. Epistemic beliefs’ relation with critical thinking and reading achievement has not yet been clarified. The study has the aim to explore the relationship between the epistemic beliefs’ of students to their critical thinking and reading achievement. The method of the study is correlational. The participant of the research is 102 students from the 2019 batch of the English Language Education Program of reading comprehension class, A-E class in Universitas Brawijaya. The participants helped to fill the questionnaire. The researcher used SPSS to analyst the questionnaire that has been filled by the participants to know the result of the research. The result of SPSS’s analysis showed that between epistemic beliefs and critical thinking, there is a very strong correlation and between epistemic beliefs and reading achievement, there is a strong correlation. Based on the result of the correlation from SPSS’S analysis, it can be known that there is a close relation between epistemic beliefs, critical thinking, and reading achievement. If the students have high epistemic beliefs, they will have high critical thinking and reading achievement HIGHLISGHTS: Epistemic beliefs are very related to the critical thinking and readingachievement of students. The higher the level of epistemic beliefs, the better the critical thinking ofstudents. The higher the level of epistemic beliefs, the better the reading achievement ofstudents.
Online assessment strategies to enhance students’ competence and their implementational challenges Widiastuti, Ida Ayu Made Sri; Mantra, Ida Bagus Nyoman; Sukoco, Heru; Santosa, Made Hery
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1378

Abstract

Carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures. HIGHLIGTS: Most teachers explain that they encountered similar challenges which were mainly about slow internet connection, expensive internet quota prices, poor ability in technology, and difficulty in communicating effectively with their students. The challenges encountered by the teachers were similar in their forms but the degree of difficulty depended upon the geographical location, economical background, and experiences in using technology Another difficulty encountered by teachers is providing feedback on the students’ assessment results. Teachers found it difficult to communicate directly to students to explain students’ problems in learning.
Usage of reading comprehension to enhance word problem solving skills in mathematics Supontawanit, Preyanan; Lertlit, Supinda
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1380

Abstract

Thailand’s national tests, O-NET, are administered at the 3rd, 6th, and 9th grade levels. Mathematics is one of the tests. Achievement levels in Mathematics are consistently low. Several studies have shown that there is a link between Mathematics achievement and reading comprehension proficiency. Because previous studies were carried out in other jurisdictions, this study aims to correct this situation. Random sampling was used to select the population from a field of 66 grade six students who were enrolled in a special English programme in a private school, Bangkok. 21 students met the sampling criteria. They sat for a pretest and a posttest test in reading comprehension and in word problem-solving skills in mathematics. Treatment was carried out over a period of 8 weeks. Results showed a high positive correlation between reading comprehension skills and achievement in word problem-solving skills in Mathematics. The results can serve as an encouragement to teachers and their supervisors to focus more directly on improving the reading comprehension skills of students as a means to increasing students’ scores on mathematical word-solving tests. HIGHLIGHTS: This study provided the results that these two-skill were positively related and the improvement on reading comprehension skill could induce the development in word problem-solving skills because they both were affected by working memory as an essential key factor. Providing stress-free reading environments and activities could be an interesting option to improve student’s word problem-solving skills in Mathematics. There is a high positive correlation between reading comprehension skills and achievement in word problem solving in Mathematics.
Enacting an emergency EFL course in an Indonesian disadvantaged condition Khotimah, Khusnul; Apgrianto, Kurniawan; Mustofa, Mutmainnah; Ubaidillah, M. Faruq; Amalia, Shinta
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1384

Abstract

Situated in a disadvantaged condition in Lombok, Indonesia, the present study looks at the enactment of an emergency EFL course after earthquake and aftershock circumstances in a public university in the region. For such a purpose, forty-two non-English department students who attended the course in four face-to-face and nine asynchronous meetings were recruited using a convenience sampling technique. A set of questionnaire was disseminated to document participants’ responses on the course implementation. Observation and semi-structured interviews were also conducted to portray the pedagogical praxis. The findings suggest that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. Interestingly, the students positively reflected the course as the best way to learn in a disadvantaged condition. However, they were not confident with their attainment in English skills and components. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged condition. HIGHLIGHTS : The findings evince that the course delivery did not utterly reflect an effective teaching-learning process accordingly due to various factors. Barriers to using the WhatsApp tool also existed. The students positively reflected the course as the best way to learn in an emergency learning milieu. The teacher appeared to be able to maintain students’ motivation. Further considerations on how to design materials and assessment instruments and build a decent interaction are needed in learning under such disadvantaged conditions.

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