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Journal of English Educators Society
ISSN : -     EISSN : 25033492     DOI : -
Core Subject : Education,
Journal of English Educators Society (JEES) a peer-reviewed English journal published by English Education Study Program, Faculty of Teacher Training and Education of Universitas Muhammadiyah Sidoarjo two times a year in April and October. The goal of this journal is to facilitate scholars, researchers, and teachers for publishing the original research articles or review articles. The articles basically contain any topics concerning with English education, Literature, and Linguistics.
Arjuna Subject : -
Articles 54 Documents
THE EFFECTIVENESS OF INSIDE-OUTSIDE CIRCLE METHOD BY USING CUE CARD FOR STUDENTS’ SPEAKING ABILITY AT SEVENTH GRADERS Sudrajad, Mochammad; Wijaya, Armeria
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.42 KB) | DOI: 10.21070/jees.v1i1.146

Abstract

As far as the researcher’s knowledge, the analysis of “The Effectiveness of Inside-Outside Circle Method  by Using Cue Card for Students’ Speaking Ability” is still difficult to find, the researcher formulates the  statement of the research, Inside-Outside Circle method is effective for student’s speaking ability. The objective of research is to find out whether Inside-Outside Circle method can be effectively for students’ speaking ability. This research uses experimental design. The subject are 7B grade as experimental group and 7C as controlled group at SMP Muhammadiyah 11 Surabaya, this sample is taken by snowball sampling. The data collection uses test (pre-test and post-test) as intrument to measure the result of students. The results of the research will be counted using T-test statistic with𝛼= 0.05. The result of the the study is gotten that Tcount = 6.059 and Ttable is 2.007. It means that H0push away and H1 is accepted. From the results, it can be summarized that the use of Inside-Outsied Circle by using cue card is effective for students’ speaking ability at seventh graders.
ENHANCING STUDENTS’ READING COMPREHENSION THROUGH KNOW -WANT TO KNOW- LEARNED (KWL) TECHNIQUE Hartatik, Sri Fatmaning; Putri, Emielda Shendita
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (59.819 KB) | DOI: 10.21070/jees.v1i1.150

Abstract

This Classroom Action Research (CAR) aimed at developing the tenth graders’ reading ability in comprehending narrative text by using KWL technique. This research was crucially conducted due to the fact that the results of preliminary study indicated that students faced difficulties in understanding narrative text.  Besides, the English teacher in that particular school elicited that students were less motivated and uncooperative in learning English. The selection of using KWL was based on the findings of previous research  which showed that KWL technique was proven as an effective technique in enhancing students’ ability in learning English. To obtain the data in both cycles, the researchers applied several instruments as questionnaires, observation sheets, field notes, and tests. The findings revealed that KWL technique had improved students’ reading skill, both qualitatively and quantitatively. In term of qualitative, it was proven that the students were more enthusiastic in learning because they had more opportunities to interact one another; besides, the admitted that the experienced a new way of learning English. Similarly, the quantitative data also elicited that 25 out of 27 students had obtained narrative reading scores above the school minimum standard. These findings gave meaningful information for English teachers, who might face similar problem, to try to adopt or adapt KWL technique in their teaching and learning process.
STUDENTS’ MOTIVATION IN SPEAKING ENGLISH Ihsan, Mas Darul
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.351 KB) | DOI: 10.21070/jees.v1i1.147

Abstract

As the English teacher in the classroom, there will be some problems or conditions need to be accomplished. Teacher will see some of the students are very motivated, motivated or even feeling ignored in studying English. The learners who have contacted with English will find that some features are quite easy and extremely difficult. One of the more complicated problems of second or foreign languages learning and  teaching has been to define and apply the construct of motivation in the classroom. Motivation is a concept without physical reality, we cannot see motivation; we see effort, interest, attitude and desire. For speaking, it is important first to give competence and then performance. Competence is more likely to the extent a communicator is motivated to be so. Motivation is the extent to which a communicator is drawn towards or pushed away from communicating competently in a given context then performed. This is a descriptive  quantitative research. The data obtained from the questionnaire distributed and analyzed to get the result.  The date taken from the students of Muhammadiyah 1 Senior High School Gresik in Easy-Speaking course. The researcher wanted to know the students’ motivation in practicing speaking English in Easy-Speaking course. The results show that1) the learners effort in practicing speaking English is 56.1 %. 2) The learners’ interest in practicing speaking English is 49.7 %. 3) The learners’ attitude towards practicing speaking English is 59.9 %. 4) The learners’ desire in practicing speaking English is 71.43 %. Then, some suggestions are made: 1) Using media is very important both to increase the learners’ motivation and to give a big opportunity to learners to explore their idea. 2) Giving more variations techniques in teaching and learning process in order do not monotonous. 3) Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well. 4) Creating favorable atmosphere in the classroom.
CRITICAL THINKING SKILLS TO LITERARY WORKS: A METHOD OF TEACHING LANGUAGE THROUGH LITERATURE Nur Abida, Fithriyah Inda
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.181 KB) | DOI: 10.21070/jees.v1i1.148

Abstract

Teaching a language has become a challenging task for the teachers to train and to teach language for their students. In present time, the ability to master a language is vital for a language is a powerful means of  communicating. Most of us will not focus on the language present in the literature part because our mind sets only towards the grammar. This has made both the teacher and students to ignore the literature part and made them to focus only on grammatical part to learn language. The urge behind using literary works in the teaching a language is to argue that the current attempts to implant literary works to the teaching of a language definitely develop students’ critical thinking in such a way that help them to easily master a particular language. Learning literary works in a classroom not only make the students learn about a story but also study how the language are structured and how its structured bring a great difference in meaning. Through a literary works student sees the language of real-life contexts. They learn the feelings, ideas, and experiences of linguistics components that give a realistic touch and help them to learn a language in a comprehensive way. It is also found that using literary works in the teaching learning process can improve student’s ability both in micro-linguistics and macro-linguistics.
IMPLEMENTING QUESTION AND ANSWER TECHNIQUE TO ENHANCE STUDENTS’ SPEAKING ABILITY AT SMP ISLAM PARAMITHA MALANG Adi, Adi
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.592 KB) | DOI: 10.21070/jees.v1i1.145

Abstract

Speaking is one of language skills which has to be mastered by the students. By being able to speak, students will be able to transfer their thought to others. Unfortunately, sometimes students, at SMP Islam Paramitha especially, failed to utter their idea in spoken manner due to several factors as lack of vocabulary, not knowing what and how to say the ideas, and mostly feeling unconfident. This problem  cannot be neglected; therefore, the researcher decided to carry out a two-cycle Classroom Action Research (CAR). In This CAR the researcher implemented question and answer technique to improve students’ speaking ability on expressing their daily activities. By using observation sheets, interview guide, and test, it was found that 70% of the students had been successfully improving their speaking ability. As a result, the intended spoken communication, either between students and students or teacher and students, did take place.
HIGHLY PROFICIENCY LEARNERS ON NOTICING STRATEGY TOWARDS CORRECTIVE FEEDBACK Mufanti, Restu
Journal of English Educators Society Vol 1, No 1 (2016): JEES
Publisher : English Education Study Program. Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (197.968 KB) | DOI: 10.21070/jees.v1i1.149

Abstract

This study primarily aims at capturing the nature of how highly proficiency learners (HPLs) employ noticing strategies in processing the indirect corrective feedback. The results of this study can be adapted by others learners to apply the strategy used by HPLs in noticing corrective feedback so that they can improve their writing ability. To meet the goal, a study on the way highly proficiency learners notice indirect corrective feedback that focused on three language aspects, i.e., lexis, grammar, and content was conducted. Observation and in depth- interview were used as the instruments to collect the data. The subjects chosen were six students who have a good performance on their writing. This study revealed that the HPLs are able to employ various noticing strategies when they are processing the indirect corrective feedback. They seem more cognizant of the problems they encounter and more capable of taking an action to respond the feedback given. Some noticing strategies are identified to apply in processing the feedback that are suited on the nature of the problems, such as by making any comparison, connection, correlation, identification of error, recalling the past experience/ knowledge and self-inquiry. However, three aspects that often applied by HPLs are identification of error well, recalling the past knowledge and self-inquiry.
Developing E-Reading Materials for Students at Grade Seven Hidayat, Nur
JEES (Journal of English Educators Society) Vol 2, No 1 (2017): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.002 KB) | DOI: 10.21070/jees.v2i1.676

Abstract

The application of Curriculum 2013 influenced teaching learning process in schools. Some hours of technology and English subjects in junior high school are decreased. The materials from English book that provided by the government especially for reading are too simple. It needs supplement materials to support the students’ ability in English. The researcher does 4 steps to product the supplement materials, they are: Need Analysis, Identifying the Syllabus, Developing the Material, Expert’ Reviews and Product Try-out. The supplement product aboard with the following criteria: (1) the content is relevant with Curriculum 2013 and students’ level; (2) the procedure in operating is easier for the students; (3) the exercises and feedbacks are clear and relevant with the content; (4) The design is attractive and interesting; (5) the materials should be practical for the students. The materials are found acceptable and appropriate for students at seven grade level as supplement materials.
English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam Le, Huong Hoang
JEES (Journal of English Educators Society) Vol 2, No 2 (2017): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.055 KB) | DOI: 10.21070/jees.v2i2.979

Abstract

The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.
Bridging the Gaps Between Students’ Prior Knowledge and Skills in Writing and the Expected Thesis Outcomes Mufanti, Restu; Susilo, Andi
JEES (Journal of English Educators Society) Vol 2, No 2 (2017): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (862.086 KB) | DOI: 10.21070/jees.v2i2.982

Abstract

This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
Pronunciation and Conversation Challenges among Saudi EFL Students Naser, Issa Mohammad Muflih; Hamzah, Mohd Hilmi Bin
JEES (Journal of English Educators Society) Vol 3, No 1 (2018): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (631.134 KB) | DOI: 10.21070/jees.v3i1.1228

Abstract

This study aims to identify the difficulties of pronunciation and conversation faced by EFL learners who undertook a Preparatory Year Program (PYP) in Saudi Arabia, It highlights the main issues in pronunciation and conversations (e.g., textbooks, teaching methods, and students' attitude and motivation) and techniques to address these problems. The instruments used in the study were classroom observations and teachers' discussions. The results revealed that firstly, students did not have a sound knowledge of grammar. Secondly, students' outside environment was influenced by their mother tongue. Thirdly, the teaching methods did not suit their proficiency levels. Finally, they were demotivated and thought that they have an impossible mission to improve their English pronunciation and conversation.