JEES (Journal of English Educators Society) https://jees.umsida.ac.id/index.php/jees <p><strong>JEES (Journal of English Educators Society)</strong> is a peer-reviewed English journal published by Universitas Muhammadiyah Sidoarjo two times a year in April and October. Society in JEES represents the National <a href="https://apspbi.or.id/">Association</a> of English Teachers and facilitates English teachers as scholars and researchers for publishing original research articles, reviews, and brief reports to present the crucial issues faced and experienced in classroom instruction. This journal also accepts articles concerning non-teaching English language aspects, which are important as exposure for enriching global society's English language use.</p> <table class="data" width="100%" bgcolor="#ced6e0"> <tbody> <tr valign="top"> <td width="20%">Accredited</td> <td width="80%"><a title="accreditation certificate" href="http://sinta.kemdikbud.go.id/journals/detail?id=114" target="_blank" rel="noopener"><strong>"S2" by the Ministry of Research-Technology and Higher Education Republic of Indonesia</strong></a><a title="accreditation certificate" href="https://drive.google.com/file/d/1Kdx4Fms1zi5z2mLsPErRTcRbWCi6-n35/view?usp=sharing" target="_blank" rel="noopener"><strong>&nbsp;Download</strong></a></td> </tr> <tr valign="top"> <td width="20%">Abbreviation</td> <td width="80%"><strong>JEES (J. Eng. Educ. Society)</strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"><strong><a href="https://search.crossref.org/?q=2503-3492" target="_blank" rel="noopener">prefix 10.21070&nbsp;</a></strong><a href="https://search.crossref.org/?q=2503-3492" target="_blank" rel="noopener">by&nbsp;</a><a href="https://search.crossref.org/?q=2503-3492" target="_blank" rel="noopener"><img src="https://assets.crossref.org/logo/crossref-logo-landscape-200.svg" alt="Crossref logo" width="75" height="18"></a></td> </tr> <tr valign="top"> <td width="20%">Citation Analysis</td> <td width="80%"><a href="https://jees.umsida.ac.id/index.php/jees/scopuscitation"><strong>SCOPUS</strong></a><strong><a href="https://jees.umsida.ac.id/index.php/jees/scopuscitation">&nbsp;</a>| Web of Science | </strong><a href="https://app.dimensions.ai/analytics/publication/overview/timeline?and_facet_source_title=jour.1158391&amp;local:indicator-y1=citation-per-year-publications"><strong>Dimension</strong></a></td> </tr> <tr valign="top"> <td width="20%">Index Services</td> <td width="80%"><strong><a title="DOAJ" href="https://doaj.org/toc/2503-3492" target="_blank" rel="noopener">DOAJ</a>&nbsp;|&nbsp;<a title="Google Scholar" href="https://scholar.google.co.id/citations?user=rooDAZAAAAAJ&amp;hl=id" target="_blank" rel="noopener">Google Scholar</a>&nbsp;|&nbsp;</strong><a href="https://jees.umsida.ac.id/index.php/jees/IndexingService"><strong>Complete List</strong></a></td> </tr> <tr valign="top"> <td width="20%">ISSN (online)</td> <td width="80%"><strong><a title="ISSN (online)" href="http://u.lipi.go.id/1458633865" target="_blank" rel="noopener">2503-3492</a></strong></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%"><strong><a title="Publisher" href="https://umsida.ac.id/" target="_blank" rel="noopener">Universitas Muhammadiyah Sidoarjo</a></strong></td> </tr> <tr valign="top"> <td width="20%">Editor in Chief</td> <td width="80%"><strong><a title="Editor in Chief" href="https://sinta.kemdikbud.go.id/authors/profile/5974677" target="_blank" rel="noopener">Dr. Fika Megawati, M. Pd.</a></strong></td> </tr> <tr valign="top"> <td width="20%">Managing Editor</td> <td width="80%"><strong><a title="Managing Editor" href="https://sinta.kemdikbud.go.id/authors/profile/5978679" target="_blank" rel="noopener">Dr. Yuli Astutik, M.Pd.</a></strong></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%"><strong>2 (two) issues per year (April and October)</strong></td> </tr> <tr valign="top"> <td width="20%">Citation in Scopus</td> <td width="80%"><a href="https://jees.umsida.ac.id/index.php/jees/scopuscitation"><strong>200 (Update January 3, 2024) </strong></a></td> </tr> </tbody> </table> <p>&nbsp;</p> <p>Scopus evaluation tracking: <a href="https://suggestor.step.scopus.com/progressTracker/?trackingID=2C774CBE70EE0903">https://suggestor.step.scopus.com/progressTracker/?trackingID=2C774CBE70EE0903</a></p> <p>&nbsp;</p> <p><iframe style="border: 0px #ffffff none;" src="https://author.my.id/widget/statistik.php?sinta=114&amp;gs=rooDAZAAAAAJ&amp;hl&amp;sc=200&amp;link=https://jees.umsida.ac.id/index.php/jees/scopuscitation" name="statistik" width="100%" height="350px" frameborder="&quot;0&quot;&quot;" marginwidth="0px" marginheight="0px" scrolling="no"></iframe></p> Universitas Muhammadiyah Sidoarjo en-US JEES (Journal of English Educators Society) 2503-3492 Investigation of university students’ critical thinking in debate: Justification for the “AREL” argumentation process https://jees.umsida.ac.id/index.php/jees/article/view/1766 <p>This qualitative research investigated students’ critical thinking in a debate group at a university level. It involved six students who performed a debate that used the Asian Parliamentary System. Data on students’ critical thinking were collected by using field notes and video recording. Content analysis was employed to analyze the data focusing on the use of argument traits of the AREL model. The traits consist of Assertian, Reasoning, Evidence, and Link Back (AREL). Moreover, a self-evaluation questionnaire was distributed to triangulate the students’ critical thinking levels. It was found that students’ critical thinking level was mostly below average. Four out of six students did not meet the score which is the threshold level of a high-level debater. Most of their argument traits consist of Assertion (A), Reasoning (R), and Evidence (E), leaving Link back (L) traits untouched. Interestingly, this research revealed a new finding. Many of the students used a multi-layer structure of argumentation. In practice, they occasionally used Assertions with more than one Reasoning and more than one Evidence.</p> <p>&nbsp;</p> <p>HIGHLIGHTS:</p> <ul> <li>The components of argument (argument traits) consist of Assertion, Reasoning, Evidence, and Link Back (AREL) and are used to see the argumentation process of debaters.</li> <li>The major argumentation process of debaters was incomplete and inconsistent since they only fulfilled Assertion, Reasoning, and Evidence (ARE). However, some might provide multi-layer argument traits as they could make more than one Reasoning and Evidence under one Assertion.</li> <li>The students’ or debaters’ critical thinking can be measured by the quality of their argumentation process and assessed using a questionnaire provided by Cottrell (2005).</li> </ul> Landry Dwiyoga Daniswara Bambang Yudi Cahyono Copyright (c) 2023 Landry Dwiyoga Daniswara https://creativecommons.org/licenses/by/4.0 2023-09-28 2023-09-28 8 2 10.21070/jees.v8i2.1766 Integrating hybrid learning and team-based project in EFL writing class https://jees.umsida.ac.id/index.php/jees/article/view/1738 <p style="font-weight: 400;">This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the <em>Universitas</em> Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning.</p> <p style="font-weight: 400;">&nbsp;</p> <p style="font-weight: 400;">HIGHLIGHTS:</p> <ul> <li>Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category.</li> <li>The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups.</li> <li>The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.</li> </ul> Testiana Deni Wijayatiningsih Muhammad Muhibbi Dodi Mulyadi J-Roel B.Semilla Copyright (c) 2023 Testiana Deni Wijayatiningsih https://creativecommons.org/licenses/by/4.0 2023-09-23 2023-09-23 8 2 10.21070/jees.v8i2.1738 English for nurse anesthetists in Indonesia: The needs analysis https://jees.umsida.ac.id/index.php/jees/article/view/1752 <p>ESP is a language teaching approach that targets the current and future academic or work needs of students, focusing on language, skills, discourse, and genres needed to meet the needs through specific teaching and learning methodologies (<a href="#anthony">Anthony, 2015</a>). Thus, the most prominent feature in the design of ESP course is the syllabus based on the students' needs analysis (<a href="#basturkmen">Basturkmen, 2010</a>). This study aimed to find out the needs of students and lecturers in the Diploma IV of Nursing Anesthesiology also nurse anesthetists in hospitals to design the ESP syllabus for students of Nursing Anesthesiology course in Indonesia. The needs analysis was conducted by distributing a set of questionnaires to all participants. The collected data were analyzed with descriptive statistics and further analyzed based on the comprehensive concept of needs analysis by (<a href="#dudley">Dudley-Evans, T., &amp; St John, 1998</a>). The results revealed that the skills most needed in the target career are speaking and listening. In addition, all the twenty-four topics listed in the questionnaire were regarded as important, including some materials on cultural topics. Based on these findings, it is necessary to develop the ESP course for Indonesian nurse anesthetists with the integration of some cultural materials to help the students developing their communication skills to achieve effective cross-cultural communication in their current academic and future career as nurse anesthetists. English educators teaching this ESP course are recommended to have a fair knowledge about nurse anesthetist and anesthesia-related topics and implement a suitable teaching method emphasizing on teaching effective cross-cultural communication.</p> <p>&nbsp;</p> <p>HIGHLIGHTS:</p> <ul> <li>English was used significantly by the nurse anesthetists both in their academic and professional life, particularly spoken English.</li> <li>Along with speaking skills, a good listening skill is also vital, because effective communication between nurse anesthetist and patient requires not only the ability to speak but also to listen and comprehend the utterances spoken.</li> <li>Cultural topics and social skill merit to be included in the syllabus and exercised thoroughly in the learning activities to develop the learners’ communication skills to achieve interaction among cultures. Culturally competent nurse anesthetists will have the influence to improve the quality of anesthesia care leading to better health outcomes for culturally diverse patients.</li> </ul> <p>&nbsp;</p> Ni Kadek Ary Susandi Copyright (c) 2023 Ni Kadek Ary Susandi https://creativecommons.org/licenses/by/4.0 2023-10-17 2023-10-17 8 2 10.21070/jees.v8i2.1752 Translation techniques used and its shift in Stranger Things movie https://jees.umsida.ac.id/index.php/jees/article/view/1758 <p>The use of inappropriate translation techniques can cause distortion and a shift in meaning from the source language to the target language. In addition, the limited space for writing words in subtitles is a challenge for a translator. This study reviewed the use of translation techniques for expressions of fear that were realized in the form of sentences and the shifts that occured as a result of using these techniques. The data were the subtitles of the film Stranger Things season 1. To analyze the data, the researcher used a qualitative content analysis model (Santosa, 2021). In this study, the researcher used the theory of translation techniques (Molina &amp; Albir, 2002). All data were expressions of fear in both English (SL) and Indonesian (TL). In addition, in analyzing the data, the researcher was assisted by two translation experts in analyzing the use of techniques and shifts that occurred in the translation data. In this study, the most widely used technique was established equivalent. With this technique, the translation results sounded natural in the target language. However, the use of reduction and discursive creation techniques distorted the meaning. Specifically, discursive creation distorted meaning in the target language; meanwhile reduction techniques caused a reduction of information. Furthermore, this study found that there was a shift in the function of commanding speech into asking speech due to the use of inappropriate translation techniques.</p> <p>HIGHLIGHTS:</p> <ul> <li>Nine distinct translation techniques were identified, with the "established equivalent" technique being the most prevalent.</li> <li>The study analyzed translations from English to Indonesian, highlighting shifts in meaning. Techniques like modulation caused changes, such as turning commanding speech to asking tones, emphasizing the complexities in retaining emotional nuances during translation.</li> <li>This research offers practical implications for translators. It underscores the frequent use of the reduction technique in film subtitles, driven by the constraint of limited on-screen text space. This finding is pivotal for translators working with cinematic content, guiding technique selection.</li> </ul> Arbain Arbain Copyright (c) 2023 arbain arbain https://creativecommons.org/licenses/by/4.0 2023-10-17 2023-10-17 8 2 10.21070/jees.v8i2.1758 Adolescent EFL learners’ English assessment preferences: Emergence of ICT-based evaluation https://jees.umsida.ac.id/index.php/jees/article/view/1757 <p>The incorporation of technology into education has impacted numerous facets, assessment being no exception. This study employed a descriptive-qualitative methodology to investigate the English assessment preferences of adolescent learners. There were 126 eighth-grade students voluntarily engaged and completed an open-ended online survey about issue under discussion. Through interactive data analysis, gathered data were examined qualitatively. The primary results portray three main findings: 1) in general, the majority of participants tend to prefer written over spoken form of assessment in the English lesson; 2) more participants prefer game quizzes as the assessment preference; and 3) the majority of participants believe English assessment should be differentiated to accommodate learners’ diversity. Presented findings illustrate a pattern indicating English proficiency of learners significantly influences their assessment preferences. Additionally, it is discovered that ICT-based evaluation has emerged among recent adolescent learners. As the results span a vast range of topics, it is anticipated that additional study will be conducted utilizing this research's gaps.</p> <p>HIGHLIGHTS:</p> <ul> <li>Generally, the majority of investigated adolescent learners tend to prefer written over spoken form of assessment in the English lesson.</li> <li>In specific, there are more investigated adolescent learners who prefer game quizzes as their assessment preference over the form of English assessments.</li> <li>The majority of investigated adolescent learners believe that English assessment should be differentiated to accommodate learners’ diversity.</li> </ul> Putu Yoga Sathya Pratama Made Hery Santosa Copyright (c) 2023 Putu Yoga Sathya Pratama, Made Hery Santosa https://creativecommons.org/licenses/by/4.0 2023-10-18 2023-10-18 8 2 10.21070/jees.v8i2.1757 New challenges to the implementation of active learning methods at Secondary schools in Kambata Tambaro zone, Ethiopia https://jees.umsida.ac.id/index.php/jees/article/view/1773 <p>The main objective of this study was to find out key factors which affect implementation of active learning methods at secondary schools in Kambata Tembaro zone, Ethiopia. The study was done on the bases of a descriptive survey design. Data sources for the study were 37 English language teachers. Questionnaire and focus group discussion were employed as data collecting tools. Both quantitative and qualitative techniques of data analysis were implemented. Thus, data collected through questionnaire were analyzed using SPSS and data gathered via group discussion were thematically analyzed. Findings of the study revealed that lack of motivation and interest among teachers to fully accomplish their role in teaching, students’ preference of illegal migration than attending school and unsuitable conditions in and around the classroom were the most challenging factors which affected implementation of active learning methods in the schools. It is recommended by the researchers that the government of Ethiopia should take immediate action to facilitate basic needs for the teachers. None Government and Government offices in the zone should work in collaboration to create awareness to the students and their parents on the bad effect of illegal migration. Students, parents, teachers and school administrators at woreda and zone level should deal together to help students achieve their objective of learning by improving the teaching learning habit in the zone.</p> <p>HIGHLIGHTS:</p> <ul> <li>The major factors that affect the implementation of active learning in secondary schools in the Kambata Tembaro zone.</li> <li>Implementation of active learning in the Kembata Tembaro zone is strongly affected by Teachers’ reluctance, lack of interest and motivation among students, unsuitable school conditions (number of students, shortage of teaching materials).</li> <li>The challenges identified include teachers' knowledge, skills, and attitudes, as well as classroom size, sitting arrangement, and availability of materials.</li> </ul> Tesfanesh Telore Abebe Damtew Copyright (c) 2023 Tesfanesh Telore, Abebe Damtew https://creativecommons.org/licenses/by/4.0 2023-10-21 2023-10-21 8 2 10.21070/jees.v8i2.1773 Infusing intercultural awareness in English materials development for 4th grade at Islamic elementary school https://jees.umsida.ac.id/index.php/jees/article/view/1701 <p>Embedding intercultural awareness in teaching English is an essential aspect that must be considered. This paper aims to develop the English materials for 4th grade at Islamic Elementary School. The researchers employed mixed-method research to do a need analysis and design the English materials. Choosing and Analyzing the English material from the 4th grade's book was the first step in collecting the data. Then, the researchers spread the questionnaires to the 13 teachers and 71 students as the research participants that have selected purposively. The data was analyzed using explanatory sequential mixed methods, in which the qualitative data was used to explain the quantitative data results. This paper revealed that teachers and students agreed that infusing intercultural awareness is essential to learning English. They also proposed the appropriate materials to be developed with the researchers, such as adding typical food and traditional festival in the introduction materials. After designing and developing the materials, the researchers finally produced online materials in the form of video. The researchers tried to implement the video to get constructive feedback. The students' and teachers' perspectives are almost the same.</p> <p>HIGHLIGHTS :</p> <ul> <li>Infusing intercultural awareness is essential in ELT since it gained someadvantages of increasing knowledge about cultural diversity by using English.</li> <li>The most appropriate teaching materials, methods, and activities in ELT for 4th grade are determined by the students’ needs and teachers’ perspectives.</li> <li>Designing and developing English materials could enhance the quality of the teaching and learning process, whether inside or inside the classroom. Even though, there are still some challenges such as the students limitation on having English vocabularies and teachers with limited knowledge in teaching strategies.</li> </ul> Ivana Nabilah Qoriroh Mujahidah Fajar Tri Mahardika Iman Yutisanto Roykhanah Ahmad Riyan Fardini Sabilah Copyright (c) 2023 Ivana Nabilah Qoriroh Mujahidah, Fajar Tri Mahardika, Iman Yutisanto, Roykhanah, Ahmad Riyan, Fardini Sabilah https://creativecommons.org/licenses/by/4.0 2023-09-13 2023-09-13 8 2 10.21070/jees.v8i2.1701 Translanguaging on ELT writing classroom during National students' exchange: Perceptions and practices https://jees.umsida.ac.id/index.php/jees/article/view/1795 <p>This study aims to investigate translanguaging perceptions and practices in ELT writing classrooms during a national student exchange. It is to identify the perception and to determine the practices of translanguaging in students’ writing. This study used a survey design of quantitative research in nature. The survey involved 24 EFL students consisting of 23 females and 1 male who come from various universities in Indonesia. Those EFL students as the participants were assigned to fill the closed and open questionnaire about their perception of<br>language choice in writing. There are 15 closed statements and 5 open statements in the questionnaire. Besides that, a writing test was also used to learn the practices of translanguaging. The data were analyzed by using descriptive statistical analysis, to find a general description of the research data. The results show that the perceptions are classified into language choice, language brokering, and the use of translanguaging. The practices of translanguaging on students’ writing show that the average score of the student's writing is 76 based on the indicators of the student's writing which are measured based on the aspects of written production of content, organization, grammar, mechanics, and vocabulary. It indicates that translanguaging can help the students achieve the target of writing in English. Translanguaging also assists students in learning English, making meaning, and being more active in class during classroom activities. Students can talk about topics more freely, which helps them express themselves in their writing.</p> <p>HIGHLIGHTS :</p> <ul> <li>Translanguaging is the process by which bilinguals use diverse linguistic characteristics or modes of what are referred to as autonomous languages in order to enhance their communicative abilities.</li> <li>Translanguaging refers to the use of various languages in writing to improve the development of iintricate concepts. This method encourages authors to use their linguistic arsenal, fusing various languages together to communicate ideas in a richer, more complex way.</li> <li>Language learners consider translanguaging is helpful in educational contexts because it enables them to use their whole linguistic repertoire to improve their communication skills and understanding.</li> </ul> Erlik Widiyani Styati Lulus Irawati Copyright (c) 2023 Erlik Widiyani Styati, Lulus Irawati https://creativecommons.org/licenses/by/4.0 2023-11-01 2023-11-01 8 2 10.21070/jees.v8i2.1795 Google Translate in Academic Writing Class: How EFL Learners Use and Perceive It https://jees.umsida.ac.id/index.php/jees/article/view/1778 <p>The purpose of this study is to investigate the perspectives of tertiary level Academic Writing students towards the use of GT in their Academic Writing class; whether they think it is helpful in assisting them in the learning process or not. The researchers attempted to answer the research question of “What are the learners’ perceptions towards the use of GT as a learning support in Academic Writing class?” because there are still very few studies that have examined the use of GT as a learning support tool in Academic Writing class. The study uses a qualitative approach through the use of interviews as a data collection instrument. The interviews were conducted with five participants from the English Language Education program of the Faculty of Language and Arts in one private university in Central Java. The participants are five students who had taken their Academic Writing class in the previous semester before the research was conducted. The findings of the study show that all participants agree that GT is helpful for them in reading and writing journal articles, and also helps them to expand their vocabulary. However, they perceive that they rely heavily on GT to help them finishing their writing assignments. Besides that, they perceive GT as not helping them become more proficient with English grammar.</p> <p>HIGHLIGHTS:</p> <ul> <li>Students perceived Google Translate to be helpful for them in reading and writing journal articles, and by using Google Translate to help them reading and writing journal articles, their vocabulary knowledge also expands.</li> <li>However, the students also perceived that they had a big dependency on the use of Google Translate in helping them doing the reading and writing tasks in Academic Writing class.</li> <li>Another drawback from using Google Translate in their Academic Writing class is that they perceived it as not helping them become more proficient with English grammar.</li> </ul> Tesya Savera Ariyanto Antonina Anggraini Setiamunadi Copyright (c) 2023 Antonina Anggraini Setiamunadi https://creativecommons.org/licenses/by/4.0 2023-11-10 2023-11-10 8 2 10.21070/jees.v8i2.1778 An investigation of verbal interaction between teacher and students in teaching English as a foreign language https://jees.umsida.ac.id/index.php/jees/article/view/1807 <p>The study of verbal interactions between teachers and students in English foreign language classes focuses on understanding the dynamics and communication patterns that occur during the language teaching and learning process<strong>. </strong>The current study reveals the issues about investigating types of verbal &nbsp;&nbsp;interaction realized by an English teacher and students in the classroom and also investigating its impact on students’ speaking achievement. Forty-three students of the grade VII-3 of MTS Negeri 3 Medan and one English teacher participated in this study. The data was probed through classroom observation, recording the teaching classroom interaction. The finding exposed that firstly, teacher talk was dominantly practiced English in the teaching classroom interaction rather than students’ talk. Secondly, the types of verbal interaction that occurred in the teaching classroom interaction by which realized by an English teacher &nbsp;were: 1. Asking Questions interaction 33%, 2. At lecturing classroom interaction 9%, 3. Giving Direction interaction 11%. The total percentages of all types of scores are about 53%. The types of verbal interaction that were applied by the students as follows; 1. The students’ talk responses 23%,2. The students’ talk initiation10% by which accumulated about 33%. They were 14 percent of students not giving any feedback (Silence). The speaking score at final test showed that 34.88% or 15 students who were able in verbal interaction between teacher and students. Consequently, this scholarly paper also provides advice on English teacher to highlight effective teaching practices and provide insight into how language learning can be enhanced through meaningful and engaging interactions.</p> <p>HIGHLIGHTS:</p> <ul> <li>Teachers most often use six different approaches: accepting feelings, praising and encouraging, using students' ideas, posing questions, lecturing, and providing instructions.</li> <li>The English teacher is advised to expand the intensity of students verbal interactions in learning English with the teacher and among students in the classroom.</li> <li>The teacher-talk control had a high rate of classroom involvement. It indicates that teacher spends significant time controlling</li> </ul> Mandra Saragih Khairun Nissa M. Afiv Toni Sehendra Saragih Copyright (c) 2023 Mandra Saragih Mandra https://creativecommons.org/licenses/by/4.0 2023-11-20 2023-11-20 8 2 Conversation diary in EFL class: A perspective, problem and solution https://jees.umsida.ac.id/index.php/jees/article/view/1782 <p>Conversation needs two people or more to be conducted. In doing conversation, diary is needed to help students to speak during conversation. Therefore, this study aimed to &nbsp;know&nbsp; the &nbsp;students’ &nbsp;perception on &nbsp;conversation diary, problems and solution. A mixed method was employed to achieve the research objectives. Thirty six students of English Education Study Program were the sample of this research. The instruments used were questionnaire and interview. The data were quantitatively and qualitatively analyzed by the researcher. The quantitative data were analyzed by using descriptive statistics with calculating mean scores and percentage, while the qualitative one used several stages namely reduction, displaying, and concluding the data. The results showed that majority students had a positive perspective on using diary in conversation class because based on the questionnaire, many students opted strongly agree and agree to all items. However, students &nbsp;faced &nbsp;several&nbsp; barriers&nbsp; namely speaking &nbsp;and &nbsp;psychological factors. &nbsp;In speaking skill, several students were lack of vocabulary, pronunciation, and grammar, while &nbsp;the &nbsp;psychological factors&nbsp; covered &nbsp;anxiety, &nbsp;self-confidence and motivation. Another finding displayed that improving motivation and joining public speaking can be alternative ways to deal with those barriers. In conclusion, conversation diary had benefits for students to support them in speaking.</p> <p>HIGHLIGHTS :</p> <ul> <li>Students had positive response towards the implementation of Conversation Diary in the classroom.</li> <li>Some students had problems in speaking, such as lack of speaking skill and psychological factors.</li> <li>Lecturer should provide speaking training to deal with the students' problems.</li> </ul> Syafryadin Syafryadin Copyright (c) 2023 Syafryadin Syafryadin https://creativecommons.org/licenses/by/4.0 2023-10-29 2023-10-29 8 2 10.21070/jees.v8i2.1782 A profile of primary school students’ literacy through EMI in CLIL Contexts https://jees.umsida.ac.id/index.php/jees/article/view/1802 <p>For several years, the competence of students in Indonesia has always been recorded as very low. In PISA, Indonesia ranks at the 3rd or 4th lowest position, especially in Reading, Mathematics, and Science. This condition has, of course, raised the concerns of educators in Indonesia, and some schools then decided to&nbsp;implement an international curriculum along with the 2013 Curriculum. With the international curriculum, students are required to have very good literacy, to comprehend the texts and questions they work on. This also entails teaching them with teaching strategies which, besides developing their language competence, also&nbsp;enhance their critical thinking skills. This paper reports some ways in which EMI and CLIL can develop primary school students‟ English proficiency, literacy, and critical thinking skills. Data were taken from some Primary Schools which implement the synergy of national and international standard curricula, particularly from the scores of the students on two tests. Focus of the learning is given to the students’&nbsp;English proficiency and literacy. The total numbers are 248 students from 14 primary schools located in most cities in East Java and some in South Celebes. The results show that the program equips the student with higher proficiency, literacy, and critical thinking skills. This study implies that EMI in CLIL context can accommodate primary school students’&nbsp;literacy learning.</p> <p>HIGHLIGHTS :</p> <ul> <li>ESL lessons in Primary schools implement the synergy of the National Curriculum and international framework do enhance students‟ literacy, proficiency, and critical thinking skills.</li> <li>The implementation of CLIL and EMI in primary school evidently gives benefits to the students‟ language proficiency.</li> <li>It is confidently stated that EMI, which is implemented in the CLIL program, particularly in the primary schools which implement the synergy of dual curriculum (the 2013 Curriculum and the international framework).</li> </ul> Sri Rachmajanti Mirjam Anugerahwati Frida Unsiah Copyright (c) 2023 Sri Rachmajanti, Mirjam Anugerahwati , Frida Unsiah https://creativecommons.org/licenses/by/4.0 2023-11-11 2023-11-11 8 2 10.21070/jees.v8i2.1802