JEES (Journal of English Educators Society) <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="">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="" 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%"><a href=""><strong>SCOPUS</strong></a><strong><a href="">&nbsp;</a>| Web of Science | </strong><a href=";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="" target="_blank" rel="noopener">DOAJ</a>&nbsp;|&nbsp;<a title="Google Scholar" href=";hl=id" target="_blank" rel="noopener">Google Scholar</a>&nbsp;|&nbsp;</strong><a href=""><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="" 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="" 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=""><strong>200 (Update January 3, 2024) </strong></a></td> </tr> </tbody> </table> <p>&nbsp;</p> <p>&nbsp;</p> <p><iframe style="border: 0px #ffffff none;" src=";gs=rooDAZAAAAAJ&amp;hl&amp;sc=200&amp;link=" 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 Prospective EFL teachers’ perception toward teaching English vocabulary through poetry <p>Poetry&nbsp; has&nbsp; been&nbsp; reported&nbsp; to&nbsp; promote&nbsp; language&nbsp; awareness&nbsp; and&nbsp; authentic&nbsp; learning sources.&nbsp; As&nbsp; poems&nbsp; are&nbsp; composed&nbsp; in&nbsp; carefully&nbsp; arranged&nbsp; words&nbsp; to&nbsp; form&nbsp; rhyming sounds&nbsp; with&nbsp; beautiful&nbsp; rhythm,&nbsp; the&nbsp; present&nbsp; study&nbsp; aimed&nbsp; to&nbsp; reveal&nbsp; EFL&nbsp; students' perceptions&nbsp; of&nbsp; using&nbsp; poetry&nbsp; to&nbsp; teach&nbsp; English&nbsp; vocabulary. As&nbsp; a&nbsp; qualitative&nbsp; research, the&nbsp; present&nbsp; study&nbsp; observed&nbsp; eighty-seven&nbsp; short&nbsp; essays&nbsp; on&nbsp; using&nbsp; English&nbsp; poems&nbsp; for improving&nbsp; students'&nbsp; vocabulary&nbsp; written&nbsp; by&nbsp; students&nbsp; in&nbsp; an&nbsp; English&nbsp; Language Education&nbsp; Department&nbsp; in&nbsp; Bali.&nbsp; It&nbsp; was&nbsp; revealed &nbsp;that&nbsp; the&nbsp; student-teachers&nbsp; perceived poetry to help improve students' acquisition of word form, use, and meaning. Forty-four&nbsp; students&nbsp; wrote&nbsp; poems&nbsp; that&nbsp; could&nbsp; improve&nbsp; students'&nbsp; understanding&nbsp; of&nbsp; English word&nbsp; forms;&nbsp; twenty-three&nbsp; students&nbsp; argued&nbsp; that&nbsp; poetry&nbsp; could&nbsp; improve&nbsp; students' pronunciation.&nbsp; Twenty-one&nbsp; participants&nbsp; believed&nbsp; poems&nbsp; could&nbsp; improve&nbsp; students' spelling. In terms of word meaning, a total of thirty vouched for the use of poetry for&nbsp; introducing&nbsp; figurative&nbsp; languages&nbsp; (twenty-three&nbsp; students),&nbsp; enhancing students' acquisition&nbsp; of&nbsp; colloquial&nbsp; vocabulary&nbsp; (eleven&nbsp; students),&nbsp; and&nbsp; familiarizing&nbsp; students with unfamiliar words (eleven participants). Nine students insisted that poems could be used to improve students' word use, whereas six students believed poems could display&nbsp; grammatical&nbsp; functions.&nbsp; At&nbsp; the&nbsp; same&nbsp; time,&nbsp; three&nbsp; participants&nbsp; recognized&nbsp; the use&nbsp; of&nbsp; poems&nbsp; for&nbsp; acquainting&nbsp; students&nbsp; with collocations.&nbsp; These&nbsp; results&nbsp; imply&nbsp; that future EFL teachers recognize the potential of bringing English poetry as a medium for improving&nbsp; their&nbsp; EFL&nbsp; students''&nbsp; vocabulary,&nbsp; hinting&nbsp; at&nbsp; the&nbsp; need&nbsp; for&nbsp; further research&nbsp; on&nbsp; the&nbsp; systematic&nbsp; procedure&nbsp; of&nbsp; how&nbsp; to&nbsp; implement&nbsp; poetry&nbsp; into&nbsp; EFL classrooms.</p> <p><strong>HIGHLIGHTS :</strong></p> <ul> <li>Poetry, incorporating rhyme, figurative language, and diction, enables students to learn<br>creative vocabulary through pronunciation, spelling, figurative language, colloquial<br>language, unfamiliar words, grammatical function, and collocation.</li> <li>Poetry comes in form of short and rich texts providing contextual sources for vocabulary<br>elements. Hence, it can enhance vocabulary learning through engaging activities, but<br>teachers must consider students&amp;#39; level and type.</li> <li>Vocabulary enhances students&amp;#39; receptive and productive skills, particularly writing.<br>Poetry in EFL classes can enhance comprehension and consumption of complex texts,<br>supporting the writing process and improving eloquence, ultimately affecting the quality<br>of writing results.</li> </ul> Ni Komang Arie Suwastini Putu Rahmayanti Copyright (c) 2024 Ni Komang Arie Suwastini, Putu Rahmayanti 2024-03-08 2024-03-08 9 1 1 11 10.21070/jees.v9i1.1769 Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities <p>This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies.</p> <p><strong>HIGHLIGHTS:</strong></p> <ul> <li>The study revealed that English teachers in the selected Facebook groups engaging collaboratively on Artificial Intelligence (AI) tools, discussing their integration, acceptance, and application in teaching practices.</li> <li>The teachers also expressed concerns about AI in English Language Teaching (ELT), focusing on ethical use, over-reliance risks, and the importance of teacher involvement, highlighting a collective effort to address these AI-related challenges.</li> <li>Reflecting on the concept of Joint Enterprise within Virtual Communities of Practice (VCoP), the findings illustrate the dynamic roles assumed by community members, encompassing information sharers, knowledge seekers, critics, and learners.</li> </ul> Flora Debora Floris Utami Widiati Willy Ardian Renandya Yazid Basthomi Copyright (c) 2024 Flora Debora Floris 2024-03-17 2024-03-17 9 1 12 21 10.21070/jees.v9i1.1825 Blended learning intervention on the students’ reading comprehension achievement with different personality traits <p>Reading is&nbsp; one&nbsp; of&nbsp; fundamental&nbsp; receptive&nbsp; skills&nbsp; that&nbsp; students&nbsp; should&nbsp; master&nbsp; in language&nbsp; acquisition.&nbsp; In&nbsp; fact,&nbsp; many&nbsp; students&nbsp; struggle&nbsp; in&nbsp; reading&nbsp; even&nbsp; they&nbsp; have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s&nbsp; reading&nbsp; comprehension&nbsp; process.&nbsp; The&nbsp; research&nbsp; objectives&nbsp; are (1)&nbsp; to&nbsp; identify&nbsp; the&nbsp; effectiveness&nbsp; of&nbsp; blended&nbsp; learning&nbsp; and&nbsp; conventional&nbsp; learning instruction&nbsp;&nbsp; in&nbsp;&nbsp; improving&nbsp;&nbsp; EFL&nbsp;&nbsp; students’ reading&nbsp;&nbsp; comprehension&nbsp;&nbsp; with&nbsp;&nbsp; different personality&nbsp; traits&nbsp; and&nbsp; (2)&nbsp; to explore&nbsp; the&nbsp; differences&nbsp; in&nbsp; students’ impressions regarding&nbsp; integrating&nbsp; blended&nbsp; learning&nbsp; instruction&nbsp; in&nbsp; the&nbsp; EFL&nbsp; class.&nbsp; This&nbsp; research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated&nbsp; in&nbsp; this&nbsp; study&nbsp; as&nbsp; a&nbsp; sample.&nbsp; Research instruments&nbsp; utilize&nbsp; the&nbsp; Eysenck Personality&nbsp;&nbsp; Test&nbsp; (EPI)&nbsp; to&nbsp; determine&nbsp; students'&nbsp; personality&nbsp; types.&nbsp; The&nbsp;&nbsp; TOEFL prediction&nbsp; test&nbsp; is&nbsp; used&nbsp; in&nbsp; the&nbsp; reading&nbsp; comprehension&nbsp; test,&nbsp; and&nbsp; a&nbsp; semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent&nbsp; T-test&nbsp; and&nbsp; N-Gain&nbsp; Interpretation&nbsp; Test.&nbsp; The descriptive&nbsp; method&nbsp; is utilized to analyze the qualitative data. The finding shows that the average learning outcomes&nbsp; of&nbsp; mix&nbsp; introverted-extroverted&nbsp; students&nbsp; who&nbsp; use&nbsp; blended&nbsp; learning&nbsp; were higher&nbsp;&nbsp; compared&nbsp;&nbsp; to&nbsp;&nbsp; those&nbsp;&nbsp; of&nbsp;&nbsp; mix&nbsp;&nbsp; introverted-extroverted&nbsp;&nbsp; students&nbsp;&nbsp; who&nbsp;&nbsp; use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain&nbsp; score&nbsp; being&nbsp; less&nbsp; than&nbsp; 40%.&nbsp; As&nbsp; seen&nbsp; from&nbsp; the &nbsp;interview&nbsp; result,&nbsp; blended learning&nbsp;&nbsp;&nbsp; models&nbsp;&nbsp;&nbsp; were&nbsp;&nbsp;&nbsp; regarded&nbsp;&nbsp;&nbsp; as&nbsp;&nbsp;&nbsp; multi-way&nbsp;&nbsp;&nbsp; instructional&nbsp;&nbsp;&nbsp; models&nbsp;&nbsp;&nbsp; that accommodated&nbsp;&nbsp; students'&nbsp;&nbsp; needs&nbsp;&nbsp; despite&nbsp;&nbsp; an&nbsp;&nbsp; inadequate&nbsp;&nbsp; internet&nbsp;&nbsp; connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.</p> <p><strong>HIGHLIGHTS :&nbsp;</strong></p> <ul> <li>The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models</li> <li>Blended learning model was generally regarded as ineffective due to the N gain score less than 40%</li> <li>Blended learning model as a multi-way instructional models that accommodate students’ needs.</li> </ul> Balqis Husain Sri Setyarini Wardiman Pupung Purnawarman Zulhasmi Abasa Copyright (c) 2024 Balqis Husain, Sri Setyarini Wardiman, Pupung Purnawarman, Zulhasmi Abasa 2024-03-31 2024-03-31 9 1 28 38 10.21070/jees.v9i1.1789 Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills <p>This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a descriptive design with quantitative approach by utilizing a validated writing test. The subjects of the study were 40students of the English Language Education Study Program of the&nbsp; University&nbsp; of&nbsp; Lambung&nbsp; Mangkurat,&nbsp; Indonesia,&nbsp; who&nbsp; were&nbsp; enrolled&nbsp; in&nbsp; the Academic&nbsp; Writing&nbsp; courses.&nbsp; The&nbsp; essay&nbsp; produced&nbsp; by&nbsp; each&nbsp; student&nbsp; was&nbsp; measured based&nbsp; on&nbsp; the&nbsp; depth&nbsp; of&nbsp; cause-and-effect&nbsp; analysis, the&nbsp; logic&nbsp; of&nbsp; the&nbsp; argument&nbsp; given, the&nbsp; viability&nbsp; of&nbsp; the&nbsp; solution,&nbsp; and&nbsp; the&nbsp; validity&nbsp; of&nbsp; evidence&nbsp; used&nbsp; to&nbsp; support&nbsp; the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and&nbsp; providing&nbsp; viable&nbsp; solutions&nbsp; (3.18).&nbsp; It&nbsp; indicates&nbsp; that&nbsp; they&nbsp; are&nbsp; able&nbsp; to&nbsp; distinguish the cause of a problem and the consequences as well and consider the causes and consequences&nbsp; when&nbsp; they&nbsp; propose&nbsp; a&nbsp; solution.&nbsp; However,&nbsp; their&nbsp; skill&nbsp; in&nbsp; providing argument&nbsp; is&nbsp; medium&nbsp; (2.85)&nbsp; whereas&nbsp; their&nbsp; skill&nbsp; in&nbsp; providing&nbsp; the&nbsp; evidence&nbsp; is&nbsp; low (2.33).&nbsp; These&nbsp; findings&nbsp; suggest&nbsp; that&nbsp; the&nbsp; subjects&nbsp; need&nbsp; to&nbsp; be&nbsp; trained in&nbsp; providing arguments&nbsp; and&nbsp; sufficient&nbsp; evidence&nbsp; through&nbsp; leading&nbsp; questions,&nbsp; discussion,&nbsp; and reading&nbsp; relevant&nbsp; sources.&nbsp; It&nbsp; implies&nbsp; that&nbsp; the&nbsp; study&nbsp; program&nbsp; needs&nbsp; to&nbsp; develop&nbsp; a teaching model that facilitates the students to practice their critical thinking skills.</p> <p><strong>HIGHLIGHTS :</strong></p> <ul> <li>The indicators of critical thinking measured in the writing performance<br>test consist of: (1) the depth of cause-and-effect analysis, (2) the logic<br>of the argument given, (3) the accuracy of the solution offered, and (4)<br>the validity of evidence used as support for the argument</li> <li>One of the possible challenges in developing EFL students’ critical<br>thinking skills is their English proficiency. Those who are less proficient<br>may struggle more in expressing ideas while providing arguments<br>compared to those who are more proficient. This eventually affects<br>their skills in reasoning.</li> <li>The findings of the study imply the need to provide EFL students with<br>guidance such as questioning strategy, discussion, and relevant sources<br>of information to practice their critical thinking skills while developing<br>their English language skills.</li> </ul> Jumariati Jumariati Inayati Fitriyah Asrimawati Jauza Naja Mulya Deo Deo Laki Taka Copyright (c) 2024 Jumariati Jumariati, Inayati Fitriyah Asrimawati, Jauza Naja Mulya, Deo Deo Laki Taka 2024-04-01 2024-04-01 9 1 10.21070/jees.v9i1.1791 The Efficacy of Blended Learning in Enhancing Oral Proficiency in Aviation School: An In-depth Investigation <p>Blended learning has been identified as a highly promising instructional approach<br>within vocational education institutions. The objective of this study is to examine</p> <p>the disparities in speaking skills learning strategies between traditional (face-to-<br>face) instruction and blended learning. Additionally, the study seeks to ascertain the</p> <p>impact of these learning strategies on students' speaking abilities in both traditional<br>and blended learning environments. The present study employs a quantitative<br>research approach, utilizing an experimental design. The sample for this study<br>comprised 120 participants, 24 participants representing Politeknik Penerbangan<br>Medan and 96 participants representing Politeknik Penerbangan Surabaya. The<br>results of this study suggest that the mere adoption of technology and the removal<br>of the traditional classroom setting do not suffice in establishing an optimal learning<br>environment for individuals learning a second or foreign language. Nevertheless,<br>there exists a considerable opportunity to amalgamate conventional educational<br>settings with contemporary technological advancements in order to enhance<br>students' academic achievements across various abilities and sub-skills, with a<br>particular emphasis on oral communication proficiency. Based on the results<br>obtained from the study, it is possible to draw the following conclusions: 1) A<br>statistically significant disparity exists in the proficiency of English speaking skills<br>when employing the blended learning approach. 2) A statistically significant<br>discrepancy is observed in the proficiency of English speaking skills for the<br>experimental group, thereby corroborating the efficacy of post-implementation<br>learning strategies.</p> <p><strong>HIGHLIGHTS :</strong></p> <ul> <li>The experimental group demonstrated significant improvements in various aspects of speaking skills,<br>leading to a notable increase in mean speaking ability scores from pre-test to post-test, indicating an<br>overall enhancement of 11.80%. Conversely, the control group showed minimal improvements,<br>reflecting a minor increase in pre-test to post-test scores.</li> <li>The ANOVA test results revealed no statistically significant difference in the mean initial ability score<br>between participants exposed to blended learning techniques and those receiving traditional methods<br>for the pretest. However, for the posttest, a significant difference was observed, suggesting that<br>blended learning approaches significantly enhanced final ability scores compared to traditional<br>methods.</li> <li>Blended learning, facilitated by multimedia sources like E-Module Aviation Speaking Preparation<br>Test, creates a conducive learning environment and improves independent learning strategies,<br>ultimately enhancing students&amp;#39; speaking achievements. Incorporating blended learning approaches in language education can lead to better learning outcomes and enhanced language proficiency, supported<br>by previous research demonstrating the benefits of blended learning over face-to-face teaching.<br>Providing online resources can add value to students and improve their performance, particularly in<br>speaking lessons tailored to meet students&amp;#39; needs and interests.</li> </ul> Tiara Sylvia Laila Rochmawati Susi Diriyanti Novalina Copyright (c) 2024 Tiara Sylvia, Laila Rochmawati, Susi Diriyanti Novalina 2024-04-30 2024-04-30 9 1 10.21070/jees.v9i1.1806 A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers <p>This inquiry explores English foreign language (EFL) teacher beliefs in teach-abroad (TA) contexts under the umbrella of Vygotsky’s sociocultural theory (SCT) of mind. The previously available literature on teacher beliefs has relied mostly on quantitative survey research concerning belief as an inert variable; an internal representation of experience is resilient to evolve. Due to the prevalence of the theory of mind or cognitive orientation under the sociocultural theory, this case study aims to examine two TA EFL teachers’ belief changes in the new TA context and conceptualize the teachers’ beliefs from a sociocultural perspective. The participants involved EFL teachers (both pseudonyms): Ivan (male, aged 26) and Melanie (female, aged 24) attending different types of TA were recruited for this research. We collected the data through pre-and post-TA interviews and teaching journals with other triangulated methods like teaching autobiographies and recall experiences. The findings advocated that EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences, and their belief changes involve a remediation process that leads to different teaching actions. Their internalized EFL teaching beliefs within meaningful environments influence the success of their TA teaching.</p> <p>HIGHLIGHTS:</p> <ul> <li>EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences</li> <li>EFL teacher’s belief changes involve a remediation process that leads to different teaching actions</li> <li>Socio-cultural context of teaching and learning practice facilitates the perception of teachers’ teaching beliefs.</li> </ul> Sahiruddin Sahiruddin Yudhi Arifani Clinton Chidiebere Anyanwu Jati Suryanto Copyright (c) 2024 Sahiruddin Sahiruddin, Yudhi Arifani, Clinton Chidiebere Anyanwu, Jati Suryanto 2024-04-30 2024-04-30 9 1 70 79 10.21070/jees.v9i1.1810 Mixed Methods Approach in Researching EFL Learners’ Motivation <p>As mixed-method approach has gained renewed interests of researchers, a review toward the use of mixed-method to investigate EFL learners’ motivation will contribute as a help for future researchers. The present paper attempts to provide a systematic review by synthesizing research articles related to EFL learners’ motivation which used mixed-methods as their research approach. After screening 3,092 research articles on the aforementioned topic, 16 research articles were included into a final systematic map for analysis. An in-depth review shows that questionnaires and sequential explanatory approach are mostly used by the researchers to investigate EFL learners’ motivation.<span class="Apple-converted-space">&nbsp; </span>Although selected studies were performed in different countries with diverse theoretical backgrounds, the majority of studies were directed toward university students, resulting in lack of studies on younger EFL learners. The implications for future studies are also discussed for the consideration of researchers in the near future.<span class="Apple-converted-space">&nbsp;</span></p> Reza Anggriyashati Adara Ismail Sheikh Ahmad Irnie Victorynie Copyright (c) 2024 Reza Anggriyashati Adara, Ismail Sheikh Ahmad, Irnie Victorynie 2024-04-30 2024-04-30 9 1 57 69 10.21070/jees.v9i1.1774 English Learning Management System (ELMS) in the post-pandemic era: Comparative study <p>In&nbsp; the&nbsp; post-pandemic&nbsp; era,&nbsp; virtual&nbsp; English&nbsp; educational&nbsp; environments&nbsp; are&nbsp; replacing the role of traditional classroom instruction. Due to the technological revolution and the COVID-19 pandemic,&nbsp; English&nbsp; learning&nbsp; has&nbsp; evolved&nbsp; considerably&nbsp; in&nbsp; recent decades in educational parties at the higher education levels in Indonesia, especially English Language&nbsp; Teaching, have offered&nbsp; various new options. ELMS is referred to as&nbsp; a&nbsp; program&nbsp; that&nbsp; may&nbsp; optimize&nbsp; the&nbsp; ease&nbsp; of&nbsp; English&nbsp; learning&nbsp; while&nbsp; promoting sustainable&nbsp; learning&nbsp; at&nbsp; home,&nbsp; particularly&nbsp; for&nbsp; lecturers&nbsp; who&nbsp; must&nbsp; provide&nbsp; English teaching-learning&nbsp; during&nbsp; the&nbsp; challenging&nbsp; periods&nbsp; of&nbsp; the&nbsp; COVID-19&nbsp; pandemic. Existing previous studies confirmed that acceptance of the ELMS in higher education may vary&nbsp; from&nbsp; one&nbsp; country&nbsp; to&nbsp; another.&nbsp; This paper&nbsp; attempted&nbsp; to&nbsp; answer&nbsp; questions dealing with students’ engagement in learning and the usage of ELMS in Indonesia compared&nbsp; to&nbsp; other&nbsp; countries.&nbsp; The&nbsp; study&nbsp; surveys&nbsp; online&nbsp; polling&nbsp; and&nbsp; measures&nbsp; their acceptance&nbsp; and&nbsp; preference&nbsp; of&nbsp; ELMS&nbsp; in&nbsp; Indonesian&nbsp; higher&nbsp; education.&nbsp; The&nbsp; findings showed&nbsp; that&nbsp; as&nbsp; a&nbsp; sustainability&nbsp; program&nbsp; in&nbsp; higher&nbsp; education,&nbsp; ELMS&nbsp; had&nbsp; favorable impacts during the COVID-19 outbreak and was recognized as user-friendly.</p> <p><strong>HIGHLIGHTS:&nbsp;</strong></p> <ul> <li>An English Learning Management System (ELMS) is a platform designed to facilitate<br>the teaching and learning of the English language.</li> <li>This research compares the use of ELMS in four continents namely Asia, Europe, America<br>and Middle East</li> <li>There is no big difference of the use of ELMS in post-pandemic eras</li> </ul> <p>&nbsp;</p> Esti Junining Herawati Nuria Setiarini Copyright (c) 2024 Esti Junining, Herawati, Nuria Setiarini 2024-03-20 2024-03-20 9 1 22 27 10.21070/jees.v9i1.1801 Social media for improving the students’ vocabulary mastery in ESP Maritime English <div>The ever-expanding globalization era brings with it a host of new developments in people's lives, including</div> <div>methods of learning, especially when it comes to increasing vocabulary in English, the universal language of communication. Economic issues are greatly impacted by globalization; as a result, trade between countries is</div> <div>growing quickly, and shipping is the most suitable means of transportation. Consequently, there is a growing need for proficient sailors who speak English, especially maritime English, in order to demonstrate clear communication and reduce accidents brought on by miscommunications between crew members and ships. For students in maritime schools, learning Maritime English (ME) terminology is a prerequisite to developing proper communication skills. Social media is one of the teaching strategies used with students at the maritime academy.</div> <div>&nbsp;</div> <div><strong>HIGHLIGHTS:</strong></div> <ul> <li>The effectiveness of social media in improving the students’ maritime English<br>vocabulary in ESP Maritime English.</li> <li>Several social media such as YouTube, Instagram and Facebook related to<br>maritime always share the useful knowledge and current issues in global<br>maritime world.</li> <li>&nbsp;The social media related to the certain studies are suggested to be followed by<br>the learners to improve their knowledge and skills.</li> </ul> <div>&nbsp;</div> Dyah Ratnaningsih Oikurema Purwati Ahmad Munir Copyright (c) 2024 Dyah Ratnaningsih 2024-04-30 2024-04-30 9 1 97 103 10.21070/jees.v9i1.1805 The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University <p>The objective of this research is to describe the percentage of post-alveolar fricative sound pronunciation acceptability among the English Language Education students in&nbsp; their&nbsp; sixth&nbsp; semester&nbsp; at&nbsp; the&nbsp; University&nbsp; of&nbsp; Tanjungpura.&nbsp; The&nbsp; scope&nbsp; of&nbsp; the&nbsp; study would&nbsp; be&nbsp; limited&nbsp; to&nbsp; the&nbsp; comparison&nbsp; of&nbsp; the&nbsp; first&nbsp; and&nbsp; second&nbsp; formants&nbsp; of&nbsp; the participants&nbsp; with&nbsp; those&nbsp; of&nbsp; the&nbsp; native&nbsp; speaker,&nbsp; whose&nbsp; formants&nbsp; were&nbsp; evaluated utilizing&nbsp; the&nbsp; PRAAT&nbsp; software.&nbsp; The&nbsp; data&nbsp; was&nbsp; gathered&nbsp; from&nbsp; a&nbsp; pronunciation performance test that was conducted via an audio recording procedure. The study involved&nbsp; a&nbsp; total&nbsp; of&nbsp; 15&nbsp; participants&nbsp; who&nbsp; were&nbsp; categorized&nbsp; into&nbsp; three&nbsp; distinct&nbsp; ethnic groups,&nbsp;&nbsp; including&nbsp;&nbsp; Indonesian&nbsp;&nbsp; Tionghoa,&nbsp;&nbsp; Dayak,&nbsp;&nbsp; and&nbsp;&nbsp; Malay.&nbsp;&nbsp; Each&nbsp;&nbsp; participant pronouncing a set of 20 words, consisting of both voiceless and voiced post-alveolar fricatives.&nbsp; According&nbsp; to&nbsp; the&nbsp; findings&nbsp; of&nbsp; the&nbsp; study,&nbsp; 1)&nbsp; the&nbsp; percentage&nbsp; of&nbsp; voiceless post-alveolar&nbsp; fricative&nbsp; sounds&nbsp; that&nbsp; were&nbsp; considered ‘Acceptable’ was&nbsp; 40.5%, whereas&nbsp; the&nbsp; percentage&nbsp; of&nbsp; those&nbsp; that&nbsp; were&nbsp; considered ‘Not&nbsp; Acceptable’ was 59.5%.,&nbsp; 2)&nbsp; the&nbsp; percentage&nbsp; of ‘Acceptable’ pronunciation&nbsp; of&nbsp; voiced&nbsp; post-alveolar fricative sounds was 42%, while the percentage of those that were ‘Not Acceptable’ was&nbsp; 58%. The&nbsp; inference&nbsp; that&nbsp; can&nbsp; be&nbsp; drawn&nbsp; is&nbsp; that students&nbsp; encounter&nbsp; challenges when attempting to articulate post-alveolar fricative sounds.</p> <p><strong>HIGHLIGHTS :</strong></p> <ul> <li>The study revealed that 31% of students exhibited exceptional proficiency in voiceless post-alveolar fricative pronunciation, whereas 33% achieved excellence in voiced pronunciation. This indicates a diverse distribution of skill levels among students.</li> </ul> <ul> <li>The acceptable criteria for pronunciation show that pronunciations that fall within the excellent to fair categories are in agreement with the expectations of native speakers. The correct pronunciation was achieved in around 40.5% of cases for voiceless fricatives and 42% for voiced fricatives, indicating places where pronunciation was considered acceptable.</li> </ul> <ul> <li>A significant number of sixth-semester English Language Education students had obstacles in pronouncing post-alveolar fricatives. The study proposes the implementation of an appropriate educational setting, the development of phonetic learning awareness, and the investigation of curricular enhancements for addressing pronunciation difficulties.</li> </ul> <p>&nbsp;</p> Andra Sunata Pratama Clarry Sada Ikhsanudin Ikhsanudin Copyright (c) 2024 Andra Sunata Pratama, Clarry Sada, Ikhsanudin Ikhsanudin 2024-04-01 2024-04-01 9 1 10.21070/jees.v9i1.1794