Journal of English and Education (JEE)最新文献

Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare 谷歌文档管理英语写作课:如何帮助和准备什么

Journal of English and Education (JEE) Pub Date : 2022-11-30 DOI: 10.20885/jee.v8i2.25740

A. Kurniawati

{"title":"Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare","authors":"A. Kurniawati","doi":"10.20885/jee.v8i2.25740","DOIUrl":"https://doi.org/10.20885/jee.v8i2.25740","url":null,"abstract":"Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.","PeriodicalId":355872,"journal":{"name":"Journal of English and Education (JEE)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123073420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School 从理论到实践:主要第二语言动机理论在IB学校的教学应用

Journal of English and Education (JEE) Pub Date : 2022-11-30 DOI: 10.20885/jee.v8i2.25703

Hesty Ferdalina Marwan

引用次数: 0

Code-Mixing in WhatsApp Group Discussions of Online English Classes 在线英语课堂WhatsApp群讨论中的代码混合

Journal of English and Education (JEE) Pub Date : 2022-11-30 DOI: 10.20885/jee.v8i2.24374

Lina Rahmawati, Mar’atus Sholeha, Haira Rizka

{"title":"Code-Mixing in WhatsApp Group Discussions of Online English Classes","authors":"Lina Rahmawati, Mar’atus Sholeha, Haira Rizka","doi":"10.20885/jee.v8i2.24374","DOIUrl":"https://doi.org/10.20885/jee.v8i2.24374","url":null,"abstract":"The COVID-19 pandemic has forced the educational world to switch from offline classes to online classes. Limited access to the internet has encouraged many people to use WhatsApp to teach instead of academic platforms. Although WhatsApp is not designed for educational purposes, many teachers prefer using it to conduct online discussions, including in English classes. This new model of communication using WhatsApp for English classes has resulted in the interesting phenomenon of code-mixing. This paper aims to investigate the types and functions of code-mixing used in WhatsApp groups of online English classes. This study employed a qualitative method. The sample of this research was conversations between the lecturers and students in WhatsApp group chats of online English classes during the pandemic. The data were collected through observation. The collected data were then analyzed by using textual analysis. This study revealed three types of code-mixing used in online English classes on WhatsApp group chats: insertion, alternation, and congruent lexicalization. Next, this study found five functions of code-mixing in online English classes on WhatsApp group chats: quotation, address specification, interjection, message qualification, personalization, and objectification. Address specification, personalization, and objection were dominantly found because specific sentences frequently refer to people, things, or arguments during discussions on WhatsApp group chats.","PeriodicalId":355872,"journal":{"name":"Journal of English and Education (JEE)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115024612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading Anxiety Among Junior High School Students in Mataram: A Survey Study 马塔兰地区初中生阅读焦虑的调查研究

Journal of English and Education (JEE) Pub Date : 2022-11-30 DOI: 10.20885/jee.v8i2.25713

Arif Nugroho Kharismanto, Rizki Farani

引用次数: 0

Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study 大学生论文写作过程中网络自主学习策略的调查研究

Journal of English and Education (JEE) Pub Date : 2022-11-30 DOI: 10.20885/jee.v8i2.24333

Astri Hapsari, Tiara Ayu Fatmasari

{"title":"Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study","authors":"Astri Hapsari, Tiara Ayu Fatmasari","doi":"10.20885/jee.v8i2.24333","DOIUrl":"https://doi.org/10.20885/jee.v8i2.24333","url":null,"abstract":"\u0000\u0000\u0000This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.\u0000\u0000\u0000","PeriodicalId":355872,"journal":{"name":"Journal of English and Education (JEE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114069313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Native-Speakerism in a Locally Developed Indonesian EFL Textbook: A Critical Discourse Study 印尼语本土英语教材中的母语主义:批评语篇研究

Journal of English and Education (JEE) Pub Date : 2022-05-31 DOI: 10.20885/jee.v8i1.23063

Satwika Nindya Kirana, Phongsakorn Methitham

{"title":"Native-Speakerism in a Locally Developed Indonesian EFL Textbook: A Critical Discourse Study","authors":"Satwika Nindya Kirana, Phongsakorn Methitham","doi":"10.20885/jee.v8i1.23063","DOIUrl":"https://doi.org/10.20885/jee.v8i1.23063","url":null,"abstract":"\u0000\u0000\u0000The objective of the study is to examine to what extent native- speakerism is embedded in an EFL textbook for senior high school students in Indonesia. Native-speakerism is an ideology that legitimates native speakers as superior models of English. The textbook was developed by local English teachers and supervised and published by the Indonesian Ministry of Education and Culture (Widiati et al., 2017). The study focuses on analyzing critical elements in the passages in the textbooks. Eighteen passages were analyzed qualitatively using a set of guideline questions developed from Fairclough (2001) three dimensions of discourse analysis. The findings show that native-speakerism is the second major ideology after Indonesia-center. It is embedded in four passages. Three passages contain native-speakerism that can be recognized on the sentence level. Another passage, disguised as Indonesia-center, transfers native-speakerism implicitly as it cannot be identified on the sentence level. The findings are presented descriptively with excerpts from the passages followed by an illustrated scenario for each excerpt. Suggestions on how to lessen native-speakerism transfer are presented in conclusion.\u0000\u0000\u0000","PeriodicalId":355872,"journal":{"name":"Journal of English and Education (JEE)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131255391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Unveiling Attitude and Motivation of English Education Students toward English 揭示英语教育学生对英语的态度与动机

Journal of English and Education (JEE) Pub Date : 2022-05-31 DOI: 10.20885/jee.v8i1.23672

Meisela Hardianti, Banatul Murtafi'ah

{"title":"Unveiling Attitude and Motivation of English Education Students toward English","authors":"Meisela Hardianti, Banatul Murtafi'ah","doi":"10.20885/jee.v8i1.23672","DOIUrl":"https://doi.org/10.20885/jee.v8i1.23672","url":null,"abstract":"\u0000\u0000\u0000English learning is often influenced by several aspects such as attitude and motivation. In fact, not all the students from the English Education Department have a positive attitude and motivation toward the major they are studying. While many studies have been conducted on attitude and motivation among secondary and university students, rarely have we seen a similar study for English Education Department students. Therefore, this study aims to determine English Education students’ attitudes and motivation in learning English. This was a survey study with 183 students participating in this study. This study used a modified version of AMTB (Attitude and Motivation Test Battery) from Gardner to collect the data. The recent version was adapted from Imsa-Ard (2020). There were 34 questions; the questionnaire was divided into five aspects (i.e., personal, emotional, educational, professional, and parental). The data were then analyzed by using SPSS and Microsoft Excel. The results show that English Education students have a positive attitude and motivation toward English. The overall results revealed that the English Education students in this study are highly motivated in the professional aspect. This implied that the professional atmosphere in these institutions should be maintained as it could boost students’ attitudes and motivation.\u0000\u0000\u0000","PeriodicalId":355872,"journal":{"name":"Journal of English and Education (JEE)","volume":"718 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122996355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of Teachers and Students on the Adoption of Smartphones in EFL Learning in the Vocational School Context 教师和学生对智能手机在职业学校英语学习中的应用的看法

Journal of English and Education (JEE) Pub Date : 2022-05-31 DOI: 10.20885/jee.v8i1.23211

Anggitia Niken Prasetyo, Kardi Nurhadi, Gina Larasaty

{"title":"Perceptions of Teachers and Students on the Adoption of Smartphones in EFL Learning in the Vocational School Context","authors":"Anggitia Niken Prasetyo, Kardi Nurhadi, Gina Larasaty","doi":"10.20885/jee.v8i1.23211","DOIUrl":"https://doi.org/10.20885/jee.v8i1.23211","url":null,"abstract":"\u0000\u0000\u0000With the shift from face-to-face learning to online mode, both teachers and students need to adjust the online learning due to the COVID-19 pandemic. During the pandemic, numerous researches has been undertaken, particularly ICT adoption in EFL learning. Despite a growing study investigating ICT use in the EFL context, relatively few studies report on the adoption of smartphones as a platform for teaching English situated in the vocational landscape. To fill this gap, this study is aimed to investigate teachers' and students' perceptions about the adoption of smartphones in EFL learning in one of Indonesia’s vocational schools. Grounded in a phenomenological case study, this research provided details of vocational English teachers' and students’ live experiences interacting in English teaching via smartphone as a learning platform. In this study, two English teachers and three students have recruited as the participants voluntarily. The result of this study showed numerous benefits and challenges in the use of smartphones in the vocational school context. The writer found that the adoption of smartphones is beneficial, helpful, practical, and enjoyable for learning English, especially in using several smartphone applications. Despite the benefits of a smartphone, the participants reported that the instructions need to explain clearly as they are sometimes confused with the teacher's instructions. Drawing on the findings, this research implied that English teachers are suggested to adopt a wide range of learning resources to gain better students' understanding of learning English.\u0000\u0000\u0000","PeriodicalId":355872,"journal":{"name":"Journal of English and Education (JEE)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130840181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0