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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.
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Articles 5 Documents
Search results for , issue " Vol 1, No 2 (2016): October" : 5 Documents clear
Tertiary Level Exchange Students’ Perspectives on Self-Efficacy: Toward EFL Writing Megawati, Fika
JEES (Journal of English Educators Society) Vol 1, No 2 (2016): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i2.441

Abstract

This study aims to describe the students’ self-efficacy on their writing competence. Descriptive study was implemented by distributing closed-ended questionnaires in addition to interview and the result of writing task. The subjects of this study were three students from Thailand. The students’ responses in questionnaire were analyzed through frequency distribution and percentage. For the result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to confirm the findings and support conclusion. In a nutshell, the subjects of this study have moderate level of writing self-efficacy. Each student showed diverse selection in writing stage. The first student had moderate self-efficacy, but he relatively could cope with the writing problems. In the second student, the writing self-efficacy was the highest one, and it was proven from her better writing result. For the last student, similar to the writing quality, he considered himself weak in this skill.
Improving Students’ Vocabulary Achievement through Word Game Hidayat, Nur
JEES (Journal of English Educators Society) Vol 1, No 2 (2016): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i2.446

Abstract

This paper is based on a study on students’ vocabulary of grade seven in junior high school using word game. This study is conducted based on the preliminary study which indicated that the students felt difficulties in learning English because of the lack of vocabulary.The subjects are 38 students who consist of 28 male, and 10 female students at seven grade of one of junior high schools in Gresik. The purpose of this study is to improve students’ vocabulary achievement through word game. The data is collected by interview, observation, questionnaires and test. The data is analyzed by using triangulation. The research design of this study is classroom action research which consist of four steps: planning, acting, observing and reflecting. The results of this study shows that word game can help students to memorize the vocabularies easier motivate students and make them more interested in learning vocabulary.
Reading Experiences of Nonnative-English-Speaking Students Majoring in English Language Teaching Hartatik, Sri Fatmaning; Lestari, Hernina Dewi
JEES (Journal of English Educators Society) Vol 1, No 2 (2016): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i2.445

Abstract

This study attempts to synthesize the findings of an Indonesian case study on reading experiences of nonnative-English-speaking ELT students. The researchers examined 36 students of bachelor program students using a descriptive qualitative design. The finding revealed that 55.6% of the students spent 2-3 hours reading, 27.7% spent 1-2 hours reading, while the rest 16.7% spent less than an hour reading. In term of genre, 69.4% of the students preferred scientific reading genre while 30.6% preferred fiction. Regarding the mode of reading materials, 86.1% of the students used printed material and the other 13.9% used digital reading material. The finding of this study presented that 75% of the students liked to read materials in their first language while the rest 25% preferred to read reading materials in English. About the students’ preference of reading activities, the data showed that 63.89% of the students chose activities such as a combination of doing preview, giving keywords, scanning, skimming, giving clarification, asking and answering questions, and making conclusions while 36.11% preferred reading activities involving a combination of brainstorming, conducting survey, reciprocal teaching, doing evaluation, making inference, re-reading, thinking aloud, and having discussion as the reading activities. In term of the place to read, 50% of the students read at home, 27.8% read in the classroom, and 22.2% read at the library. About the reading experience, 63.89% of students were satisfied while the other 36.11% thought that their reading experience was insufficient.
Successful English Learners in Speaking English at SMAN 2 Surabaya Liansari, Vevy
JEES (Journal of English Educators Society) Vol 1, No 2 (2016): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i2.443

Abstract

This study is conducted to investigate the strategies of successful English learners in speaking English. It is aimed to investigate the learning strategies used by successful English learners of SMAN 2 Surabaya to assist in converting controlled process into automatic one.Adopting qualitative descriptive analysis, this study consistently describes the phenomena. Notably, it is designed as a case study since the researcher is interested in describing some aspects of second language performance of the subjects as individuals. The researcher used in collecting the data is an interview and supported by the researcher as the observer of the observation conducted in the classroom. The subjects of this study are two successful English learners of eleventh grade senior high. Thus, the data got from the subjects derived from the observation and interview selected, simplified, and organized to draw the conclusion.Based on the results, successful English learners use both direct and indirect strategies in learning to speak English. In applying direct strategy they make use of compensation and cognitive strategy by switching their target language to his mother tongue, using resources for receiving and sending messages in the target language and use mime or gesture. Indirect strategy is applied by making use metacognitive, affective, and social strategy. They also do activities such as paying attention to the language learning tasks, delaying speech production to focus on listening to the target language, cooperating with peers, cooperating with proficient users of target language, seeking practice opportunities, making positive statements, taking risk wisely, and self monitoring, progressive relaxation and has deep breathing.
What Makes High-Achiever Students Hard to Improve Their Speaking Skill? Irmawati, Dini Kurnia
JEES (Journal of English Educators Society) Vol 1, No 2 (2016): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v1i2.442

Abstract

Speaking problems do not only happen to low achiever students. High-achiever students with high average score (above 90) also still have speaking problems. This makes the researcher find it important to investigate what factors that make them still get difficulties in speaking. This research is a descriptive study. The subjects include 9 high-achiever students majoring in English Department that have been selected from University of Brawijaya, State University of Malang, and Kanjuruhan University.  The data have been collected by using questionnaire, interview guide, and observation sheet. The findings show that the most hampering factor in relation to teaching and learning activities is too many assignments given. Next, in terms of teaching and learning materials, the highest hampering factor is the level of difficulty of the materials which are too high. Also, the most hampering factor related to lecturers’ personalities is that the lecturer is too serious in handling the class. Moreover, lack of English usage is the next highest hampering factor about the use of English as a medium of instruction in class. Also, lack of feedback given to high-achiever students is the most hampering factor of their speaking skill.  The findings indicate that preliminary study and need analysis are needed in order to help lecturers teach high-achiever students more effectively which can result in helping them overcome their speaking problems and improve their speaking skill.

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