JEES (Journal of English Educators Society) <p>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. In 2017, JEES started to get international recognition through DOAJ indexing and has international author as well as reviewer. JEES is already accredited S2 by the Ministry of Research-Technology and Higher Education Republic of Indonesia, in&nbsp;<a title="accreditation certificate" href="" target="_blank" rel="noopener"><strong>Decision Letter Number 14/E/KPT/2019</strong></a>.<br><br></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="" 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="" 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="" target="_blank" rel="noopener">prefix 10.21070&nbsp;</a></strong><a href="" target="_blank" rel="noopener">by&nbsp;</a><a href="" target="_blank" rel="noopener"><img src="" alt="Crossref logo" width="75" height="18"></a></td> </tr> <tr valign="top"> <td width="20%">Citation Analysis</td> <td width="80%"><strong>SCOPUS</strong><strong>&nbsp;| Web of Science |&nbsp;</strong><a title="Google Scholar" href=";hl=id" target="_blank" rel="noopener"><strong>Google Scholar</strong></a></td> </tr> <tr valign="top"> <td width="20%">Index Services</td> <td width="80%"><strong><a title="DOAJ" href="" target="_blank" rel="noopener">DOAJ</a>&nbsp;|&nbsp;<a title="Google Scholar" href=";hl=id" target="_blank" rel="noopener">Google Scholar</a>&nbsp;|&nbsp;<a title="Microsoft Academic Search" href="" target="_blank" rel="noopener">Microsoft Academic Search</a>&nbsp;|&nbsp;</strong><a title="Complete List" href="" target="_blank" rel="noopener"><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="" 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="" 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=";view=overview" 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=";view=overview" target="_blank" rel="noopener">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> </tbody> </table> Universitas Muhammadiyah Sidoarjo en-US JEES (Journal of English Educators Society) 2503-3492 Autonomous learning features: A case study in an Indonesian ESP classroom <p>This article explores autonomous learning features and effective strategies for meeting the needs of the autonomous learner.&nbsp; A 4-month ethnographic study examined the learning features of three non-English major undergraduates enrolled in an English for Specific Purposes (ESP) course at an Indonesian university. The study also explored the students’ and teacher’s understanding of how the ESP classroom can benefit the autonomous learner.&nbsp; Data gathered through interviews, focus group discussions, and classroom observation indicate four key autonomous learning features: 1) a willingness to accept responsibility; 2) dedicated planning; 3) implementing effective strategies; and 4) monitoring progress.&nbsp; The findings also indicate that a variety of scaffolded and authentic learning materials combined with a flexible and creative teaching approach enhance autonomous learning. We also address how our results are applicable to most educational situations as autonomous learning is not limited to the language classroom.</p> <p><strong>HIGHLIGHTS:</strong></p> <ul> <li>The three subjects indicated different processes of autonomy such as monitoring learning progress using a specific task, holistic approach, and regular reflection strategies.</li> <li>Adopting and promoting a spirit of independent learning provides ESP learners with a supportive framework to develop and practice autonomous learning habits</li> <li>The ESP learners not only required to learn general English but also to learn specific English (their content knowledge in English) as their major. This is the novelty of the study. Therefore, this study provides specific add to the theory of autonomous learning.</li> </ul> <p>&nbsp;</p> Langgeng Budianto Andrea R Mason Copyright (c) 2021 Langgeng Budianto, Andrea R Mason 2021-12-05 2021-12-05 7 1 1 9 10.21070/jees.v7i1.1213 L2 learning online: Self-directed learning and gender influence in Indonesian university students <p>The present study was conducted to investigate Indonesian second language (L2) learners’ Self-Directed Learning (SDL) in English during the online classes due to the Covid-19 pandemic and to investigate whether there was a significant difference in SDL between female and male learners. As online learning is implemented nationwide in Indonesia due to the pandemic, it becomes paramount to investigate learners’ SDL, considered very critical in online learning settings where teachers' ability to check learners' progress is not as extensive as it is in the face-to-face mode of instruction. The participants of the study were 187 undergraduate students taking English for Academic Purposes (EAP) classes. Through the data obtained from the online questionnaire, the study found that learners, in general, reported a high level of SDL even though many of them still embraced procrastination behaviours and considered the pragmatic need to pass the EAP class more important than the actual L2 learning. It also found that there was no significant difference between female learners’ SDL and that of male learners. Based on the findings and analysis of the possible factors, possible contributions of the study are presented along with the possible limitations and suggested directions for future research in the field.</p> <p><strong>HIGHLIGHTS:</strong></p> <ol> <li>Learners, in general, reported a high level of SDL.</li> <li>Despite that, many of them still embraced procrastination behaviours and considered the pragmatic need to pass the English for Academic Purposes class more important than the actual L2 learning.</li> </ol> Adaninggar Septi Subekti Copyright (c) 2021 Adaninggar Septi Subekti 2021-12-25 2021-12-25 7 1 10 17 10.21070/jees.v7i1.1427 The impact of task-based activities in reading skill for the students during covid 19 pandemic <p>This study aims to investigate the impact of using task-based activities in reading skill for the eight students of junior high school of SMPN 4 MDN. Quantitative research was employed in this research. It was quasi experimental research design which used pre-test – post-test control group design. The population of this research were the eighth grade students of SMPN 4 MDN. The samples of this research were 8B as experimental class and 8C as control class. The sample was taken by using random sampling.&nbsp; In collecting the data, the researchers used reading test. The researcher used independent t-test on SPSS version 21 to analyze data. The results shows that the students who are treated by using task-based activities are more effective than the students who are treated by using conventional teaching.&nbsp; It means that teaching reading by using task-based activities gives a better influence on students’ reading skill.</p> <p><strong>Highlights:</strong></p> <ol> <li>Task-based learning affects how students acquire good informational reading skills both during and after the COVID-19 pandemic outbreak.</li> <li>Students in the experimental group learn more than students in the control group.</li> <li>During the tasks, students have the opportunity to share their knowledge about the topic, as well as exchange ideas and information.</li> </ol> Erlik Widiyani Styati Robingatun Khasanah Copyright (c) 2022 Erlik Widiyani Styati, Robingatun Khasanah 2022-02-12 2022-02-12 7 1 18 26 10.21070/jees.v7i1.1532 EFL teacher beliefs in boosting students’ critical thinking <p>The urgency of teaching critical thinking skills to the students currently cannot be neglected. The teacher holds essential role to prepare them to have great soft skills for their future lives. No matter what they want to be or what discipline of knowledge they want to emphasize, the ability to think critically will be beneficial for them. Hence, this paper aims to dig up teacher beliefs about the notion of critical thinking and how to teach it to the students. This research focused on EFL teachers of secondary level in Indonesia, particularly in Malang. By utilizing questionnaire and interview to collect the data, the results demonstrated that: (1) there are 85% of respondents believe in the importance of teaching critical thinking skills in secondary school area. (2) EFL teachers believed that it is very crucial for the teachers themselves to have the ability to think critically before teaching to their students, (3) they believed that by providing numerous activities such as debate, avoiding ‘lecturing’, problem solving and others could boost the students’ thinking skills.</p> <p><strong>HIGHLIGHTS:</strong><strong><br></strong></p> <ol> <li>Teachers have strong beliefs in the importance of critical thinking skills for the students</li> <li>Teachers should have the competence to think critically at first time</li> <li>Teachers should have the ability to provide various activities that can train the students to be critical thinkers.</li> </ol> Alvina Zulfa Kummala Mirjam Anugerahwati Utari Praba Astuti Copyright (c) 2022 Alvina Zulfa Kummala, Mirjam Anugerahwati, Utari Praba Astuti 2022-02-16 2022-02-16 7 1 118 125 10.21070/jees.v7i1.1522 Students’ rhetorical structure mastery of the finding and discussion section in English thesis <p>This study aimed to determine the rhetorical structure of the finding and discussion chapters on the thesis and their problems. This study applied a mixed method. The sample of this research was 30 parts of the finding and discussion of the theses of Bengkulu University English Education postgraduate students who graduated from 2019 to 2020. This study used a checklist as a research instrument. The data obtained were analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions, while quantitative data were obtained through SPSS. The results indicated that students' mastery of rhetorical structures, especially in the finding and discussion section, is categorized as high and medium, where in the finding section, the average value of students was 41 which is categorized as high, while the average value in the discussion section is 37 which is included in the medium category. The next finding was that some students had difficulty in writing the finding and discussion chapters. These problems included analyzing data, interpreting data, writing discussion sections, incomplete rhetorical structures in writing, mastery of English including vocabulary and grammar, writing the evaluation section in the discussion, coherence and cohesiveness in writing and personal problems.</p> <p><strong>Highlights:</strong></p> <ul> <li>Rhetorical structure mastery in Findings of Thesis was categorized as high.</li> <li>Rhetorical structure mastery in Discussion of Thesis was categorized as medium.</li> <li>Several students faced challenges in mastering rhetorical structure of findings and discussion,<br>especially interpretation, rhetorical structure, and discussion of findings.</li> </ul> Syafryadin Syafryadin Alamsyah Harahap Annisa Astrid Imam Sudarmaji Copyright (c) 2022 Syafryadin Syafryadin, Alamsyah Harahap, Annisa Astrid 2022-03-07 2022-03-07 7 1 27 34 10.21070/jees.v7i1.1643 The influence of English phonemic awareness to reading comprehension: A study on Indonesian EFL learners <p>Phonemic Awareness has been reported to be one of the predictors to reading comprehension in English as a first language. However, it also comprises the second language reading comprehension. Various studies have reported the effects of English phonemic awareness to reading comprehension in English as a second or foreign language, but less similar research has been reported involving Indonesian EFL learners. Indonesia and English share different phonemes that affect learners' comprehension on English. This study aims to investigate the correlation between EFL learners’ phonemic awareness and reading comprehension. The subjects selected were 100 students from the 3<sup>rd</sup> semester majoring in English Language Education Program, in one of Indonesian university. There are two test obtained during this research, the first is phonemic identification test in order to measure the level of phonemic awareness, and the second is reading comprehension test to measure students’ reading comprehension skill. Simple linear regression was applied to validate the influence of English Phonemic Awareness to English Reading Comprehension. The result revealed that the correlation coefficient (r) value between the two variables shows .352 degrees with the significance level .000, while the coefficient of determination (r<sup>2</sup>) shows .</p> <p>HIGHLIGHTS:</p> <ul> <li>The ability to identify English phoneme in isolation supports learners to link its letter sound which help them to develop their recognition on alphabetic code.</li> <li>Phonemic identification contributes to phoneme segmenting and blending knowledge that further support learners in word recognition and processing acquisition as the components of reading comprehension skill.</li> </ul> Almaviana Ayu Listyarini Alies Poetri Lintangsari Ive Emaliana Copyright (c) 2022 Almaviana Ayu LIstyarini, Alies Poetri Lintangsari, Ive Emaliana 2022-03-26 2022-03-26 7 1 35 42 10.21070/jees.v7i1.1287 Exploring english for young learners (EYL) pre-service teachers' experiences: Innovations during their teaching practicum <p>Innovation related to Teaching English to Young Learners (TEYL) provide opportunities for learners to gain experience using English contextually. This is the implication of the new paradigm of English as an International Language (EIL) in which learning English is no longer aimed at forming learners to speak as the native speakers. Therefore, innovations in TEYL is needed to answer the challenges of changing the status of English in Primary Schools (SD) from subject to extra-curricular. Referring to lesson plans developed by pre-service EYL teachers (PSTs), observation and interviews, the innovations in thematic lessons for TEYL were investigated. The findings showed that all lesson plans have been integrating innovations, including character building in accordance with the 2013 curriculum and intercultural competency that are important for language learning. To interact in the classroom, first language (L1) was used with colloquial variation, code-mixing and code-switching as well as translation. In conclusion, the innovative lessons for TEYL has been practiced by prospective primary school English teachers for preparing themselves to teach at the real school setting after their graduation. It is suggested that further research will be carried out at primary schools participated by in-service teachers and focused on each innovation in order to find TEYL innovative models.</p> <p><strong>HIGHLIGHTS:</strong></p> <ol> <li>English for Young Learners (EYL) requires the teachers’ creativity in teaching it.</li> <li>Innovative EYL classes could be characterized by the selection of intelligent themes or topics, ways for delivering new knowledge while giving young learners with context-based English experience, and less demanding evaluation.</li> </ol> <p>&nbsp;</p> Rina Wahyu Setyaningrum Oikurema Purwati Kharisma Naidi Warnanda Sabgini Copyright (c) 2022 Rina Wahyu Setyaningrum, Oikurema Purwati, Kharisma Naidi Warnanda Sabgini 2022-04-13 2022-04-13 7 1 43 54 10.21070/jees.v7i1.1645 " I didn't need to be shy; I participated in the class": A case study of WTC learning support among university students in a remote area <p>In language classrooms all around the world educators contest to get students to address in the target language (Yashima, 2018). Educators in University level are steadily attempting new methodology to enhance students with WTC to efficiently speak during teaching-learning process. This qualitative study was designed to investigate the link between students' Willingness to Communicate (WTC) English via Mobile Assisted Language Learning (MALL)by the media supporting devices used in online learning.&nbsp; To gain the data, some interviews to ten lecturers and seven students’ participant have been conducted. the finding revealed that media supporting devices in online learning relate to students' WTC English via MALL such as (a) teaching-learning media flexibility, (b) teaching-learning media clarity, (c) teaching-learning classroom sequence formality, (d) teaching-learning media consistency, then (e) techno pedagogical discernment over lecturers and students. This study necessitates that heightening the WTC teaching-learning capacity via MALL through mobile devices extends substantial learning assistance, predominantly in the concept of efficiency for online classroom activities in real-time concurrences.</p> Shofiyatul Hasanah Parahita Pradipta Erfan Efendi Copyright (c) 2022 Shofiyatul Hasanah, PARAHITA PRADIPTA, ERFAN EFENDI 2022-04-17 2022-04-17 7 1 74 83 10.21070/jees.v7i1.1644 Effectiveness of linguistic features for attracting audience: A study of coworking space websites’ headlines <p>The emergence of coworking spaces have disrupted conventional working lifestyle and built a new trend: shared office space which highlights community-based services. Our paper looks at how this new business promotes their service through advertising language in online media. Advertising language in previous studies have mainly focused on slogans found in printed advertisements (Pratiwi et al., 2019; Dubovičienė &amp; Skorupa, 2014; Niken et al., 2013; Suryasa, 2016), but we focus on headlines in internet advertisements, particularly websites. The headlines were analyzed using linguistic feature theories in four levels: phonological, lexical, syntactic, and semantic levels. The analysis discusses the linguistic features used in the coworking spaces’ home page, the use of the linguistic features in the content, and the effectiveness in attracting readers. Data collected for the study include 59 websites from a coworking space reservation platform, Coworker, and interviews with people involved in the industry. Results of the study show that headlines in coworking space websites prominently use alliteration, noun phrases, and hyperbole. Unlike headlines of printed media, digital media has to comply with search engine optimization (SEO) guidelines so that search engines will index the website properly.</p> <p><strong>HIGHLIGHTS:</strong></p> <ol> <li>Linguistic features used in website headlines have several elements in common with headlines in different ad channels, like TVs and printed ads.</li> <li>The main difference between headlines in a digital and printed advertisement is the use of search engine optimization (SEO) strategies in online channels.</li> <li>People’s educational and professional backgrounds can influence how they interpret headlines on websites.</li> </ol> Maulidina Marlita Firdausi Nurenzia Yannuar Yazid Basthomi Copyright (c) 2022 Maulidina Marlita Firdausi, Nurenzia Yannuar, Yazid Basthomi 2022-04-22 2022-04-22 7 1 84 92 10.21070/jees.v7i1.1647 Using photovoice to explore students’ emotions of learning to write: "There is something about writing" <p>The present study aimed to scrutinize how employing photovoice in writing class helped uncover novice writers’ emotions of learning to write. Eight secondary school students voluntarily participated in the two-session writing class. Accompanying the photovoice, the participants were also asked to write a reflective journal for additional data collection. Results indicate that these novice writers, though experienced confusion and encountered various problems, persisted in completing the writing assignment due to their intrinsic motivation. This suggests that teachers should incorporate in their teachings explanation of the importance of enhancing one’s writing competence to grow students’ motivation and interests in writing.</p> <p><strong>Highlights&nbsp;</strong></p> <ol> <li>The participants of the present study found it challenging to generate ideas and revise their writing composition.</li> <li>Despite the struggle, secondary school students developed positive attitudes toward writing class.</li> <li>A good understanding of the importance of writing skill affected students’ determination to finish the writing tasks.</li> </ol> Dini Rosita Sari Sultan Sultan Copyright (c) 2022 Dini Rosita Sari, Sultan 2022-04-26 2022-04-26 7 1 93 101 10.21070/jees.v7i1.1648 Shaping political image through politeness strategies in the presidential debates <p>Politeness involves evaluations and attitudes which are closely connected to the assessment of actions. Politeness investigations in presidential debates enables voters to assess the candidates’ behavior to make well-informed decision during the election. The present study investigated politeness strategies in two different presidential debates within the United States electoral context: the Democratic party and the final presidential debates. Data were analyzed by adopting the coding scheme in Brown and Levinson’s frameworks. The overall result indicated that both the presidential debates used more positive politeness strategies than the negative politeness. PPS-10 (<em>offer and promise</em>), PPS-12 (<em>include speaker and hearer in the activity</em>) and NPS-2 (<em>hedge</em>) were more frequently used in both types of debates. PPS-3 (<em>intensify interest to hearer</em>) was frequent in the democratic debate alone. Meanwhile, PPS-15 (<em>give gits to hearer</em>) was frequent in the final presidential debate alone. The findings imply that the use of the politeness strategies can shape the candidates’ positive political images in the presidential debates.</p> <p><strong>HIGHLIGHTS:</strong></p> <ul> <li>Findings show that the selected politeness strategies are to shape candidates’ positive political images in the presidential debates.</li> <li>Having positive images such as not harsh, having good behavior are considered to be critical importance in determining the winning of the election.</li> <li>Negative politeness is less preferably used and has been less taken into account as proper rhetorical skills in the debates.</li> </ul> Ahmad Amin Dalimunte Fengwei Wen Copyright (c) 2022 Amin Dalimunte, Dr. Fengwei Wen 2022-04-27 2022-04-27 7 1 102 109 10.21070/jees.v7i1.1660 Promoting students’ critical thinking skills through project-based learning in Indonesian higher education <p>This research is focused on promoting students’ critical thinking skills through project-based learning. Thus, this study aims at (1) examining the idea of critical thinking, (2) discussing ways of improving critical thinking learners and (3) measuring learners' capacity of critical thinking using project-based learning approaches. This method of study is non-empirical by taking a qualitative approach to students' analytical thought and project-based learning perspectives. By incorporating this project-based learning, students can improve innovation and exercise criticism. By doing this study, we encourage other scholars to carry out research by means of project-based methods of learning.</p> <p><strong>Highlights:</strong><br>• Suspension of judgment is a situation when someone is rationally able to suspend their judgment in taking a conclusion about something. The suspension of judgments on subjects, objects, ideas, or whatever you wish to study is one of the most critical tasks.<br>• Open-mindedness is a virtue of intellectual nature with characteristic goals, including increasing or improving the cognitive interaction with reality. It involves specialized cognitive skills, including those involved in making information comprehensible to themselves and auxiliary habits, thus cognitive skills are truly engaged if necessary.<br>• Critical thinkers will motivate themselves to make solving the problem simpler for themselves.</p> Amalul Umam Zulfha Nurul Fauziah Movie Riana Rahmawati Alan Jaelani Copyright (c) 2022 Amalul Umam, Zulfha Nurul Fauziah, Movi Riana Rahmawanti, Alan Jaelani 2022-04-27 2022-04-27 7 1 110 117 10.21070/jees.v7i1.1531 Bridging up challenges and mentality of online learning from pre to post-pandemic to develop ELT performance <p>The transition from face-to-face to digital learning during the pandemic has had a profound impact on students, teachers, parents and policy makers. In practice, the challenges are numerous. Fundamentally, it requires the idea of best practices in the implementation of ELT. The best formulation can be made only when the challenges are comprehensively identified. During 2017-2021, there are several studies examining the challenges of ELT from pre-pandemic to post-pandemic, but only focusing on particular contexts. Thus, this research aims to address those challenges and mentality of e-learning in post-pandemic to develop ELT performance. Whereas the method used in this study is a <em>Systematic Literature Review (SLR)</em> that examines journal articles and proceedings in the 2017-2021 publications according to the topic. The results of this study are a systematic classification of mentality of online learning, ELT challenges, strategy proposed from pre-pandemic to post-pandemic especially in Indonesian context and presented into several subsections; (a) technical challenges, (b) pedagogical challenges, (c) socio-economic challenges, (d) institutional and governmental policies challenges. It is fundamental to identify these challenges in order to come up with the best formula of ELT strategies, such as reconstructing the mentality of learning and integrating roles of various parties. The results of this study provide a comprehensive picture regarding with the reality of ELT during pre-to-post pandemic and as the literature for EFL teachers to develop their professionalism as well as become the considerations for education stakeholders.</p> <p><strong>Highlights:</strong></p> <ol> <li>The challenges of teaching English in Indonesia existed prior to the pandemic and worsened during the pandemic despite the fact that there are numerous constructive studies that offer solutions.</li> <li>Many studies have revealed the frequency of challenges in teaching English in Indonesia, including (a) technical challenges, (b) pedagogical challenges, (c) socioeconomic challenges, and (d) institutional and government policy challenges.</li> <li>Several of the identified challenges are fundamentally integrative, which means that one aspect influences the others. As a result, in order to improve the quality of teaching and learning English as a foreign language in Indonesia, all involved parties, including teachers, parents, students, and policymakers, must work together.</li> </ol> <p>&nbsp;</p> Eni Faridah Copyright (c) 2022 Eni Faridah 2022-04-09 2022-04-09 7 1 55 68 10.21070/jees.v7i1.1656 Indonesian English teachers’ voices on the revitalization program at vocational schools <p>This research reports on the results of an interview study of nine English teachers at vocational schools (VS) in Indonesia. The study aimed to explore English teachers’ voices of &nbsp;the revitalization program at VS’s in Indonesia. The study shed the light on two major issues of English teaching and learning at VS’s concerning revitalization program implementation. &nbsp;The two main themes were the use of specific technology in the language classroom and video mediated language learning in vocational English classroom.The results indicated that most of teachers more preferably used social media for teaching than utilizing a learning management system (LMS). Teachers have used video mediated teaching method for their English classes either self-production videos or a ready-made video from the internet. English for business was also introduced to students to equip them with basic knowledge for a job selection The results have implications for&nbsp; the implementation of revitalization programs in particular the revitalization of vocational English teaching and learning at SMK.</p> <p>Highlights :</p> <ul> <li>Most of teachers more preferably used social media for teaching than utilizing a learning management system (LMS) this is because social media is more practical, handy to use, and equipped with sufficient features, such as voice note, video recording, and device mirroring, which enable teachers to build learning engagement with students.</li> <li>Video mediated EFL teaching is an innovative teaching strategy developed by EFL teachers amidst the crisis of Covid 19. The videos are self-made by teachers and ready to use resources from the internet.</li> <li>The integration of technology into EFL classroom at vocational schools is one of the ultimate goals of the revitalization program at vocational schools across Indonesia.</li> </ul> <p>&nbsp;</p> Ahmad Kailani Dina Rafidiyah Copyright (c) 2022 Ahmad Kailani, dina rafidiyah 2022-04-18 2022-04-18 7 1 69 73 10.21070/jees.v7i1.1658