JEES (Journal of English Educators Society)

Autonomous learning of English pronunciation through vlogs: evidence from two Indonesian EFL students

Tue, 01 Oct 2024 00:00:00 +0000

The growing popularity of Vlogs, particularly on platforms like YouTube, offers avaluable medium for English as Foreign Language (EFL) learners to autonomously improve their English pronunciation outside the classroom. This study aims to describe how students enhance their English pronunciation through

English language vlogs. A descriptive case study approach was utilized, involving two students majoring in English Education at a university in Tasikmalaya, West Java, Indonesia. Data were collected through semi structured interviews and analyzed using thematic analysis. The findings indicate that the students employed several strategies to learn English pronunciation via vlogs, including (1) memorizing word pronunciation through repetition; (2) comprehending and applying English language skills from vlogs; (3) utilizing technological tools for assisstance; and (4) engaging in English Communication with others as a means of practical application. The study concludes that students utilize a variety of strategies to improve their English pronunciation through vlogs. Applying these strategies appears to facilitate learning, and enhance their pronunciation.

HIGHLIGHTS:

Repetition as a Key Strategy: Students relied on repetition to memorize and reinforce the pronunciation of new words learned through vlogs
Technology as a Support Tool: The use of technological tools like online dictionaries and Google Translate helped students overcome pronunciation challenges and enhance their autonomous learning process.
Social Interaction for Practice: Students applied the pronunciation skills they learned from vlogs in real-life conversations with peers to strengthen their learning through practical use.

Literary genres in English textbooks for Senior High School

Dhini Aulia, Fazri Nur Yusuf, Didi Sukyadi; Azhar Aziz Lubis — Thu, 17 Oct 2024 00:00:00 +0000

While the potential of literary works in English as a Foreign Language (EFL) education is often discussed, limited research exist on their integration into Indonesian senior high schools English textbooks. The present study investigates how literary genres are incorporated into English textbooks in Indonesian senior high schools by investigating (1) the literary genre described in the textbooks and (2) the tasks that describe the language skills and the literary - specific knowledge to recognize the critical role of such content in fostering students' language development, cultural and intercultural awareness, and engagement in EFL education. The data sources of this study were three levels of senior high school English student textbooks published by the Indonesian government. The study combined a quantitative approach to examine the presence of literary

works with qualitative content analysis to unpack the language skills and literary-specific knowledge included in the textbooks. The framework utilized literary genre terms and literary-specific knowledge. Among the 31 chapters in the textbooks, 12 chapters (39%) addressed literary works from various cultures, with 53% of the

texts derived from the Indonesian context. In addition to language skills activities and tasks, there were literary knowledge activities. These findings implied that improving students' cultural and intercultural awareness may pose challenges. Moreover, these results highlight the importance of incorporating more authentic English literary works into English textbooks to prepare students for real - world English cultures.

HIGHLIGHTS:

The literary genres represented in these textbooks include fiction, nonfiction, and poetry.
The authors of the analyzed textbooks predominantly utilized the term “genre-based text”,
including narrative and recount texts, without introducing the term “literary" or "sastra".
Over 53% of the literary content in these textbooks consists of texts or stories in an
Indonesian context, so educators should include learning materials that feature original
literary works to increase students' exposure to Western culture.

English Speaking as a Second Language for Health Sciences’ Undergraduates: Preferred Activities & Motivators

Manori Jayasinghe, Lakeesha Liyanage, Kanchana Wijesekara, Imendra Kotapola — Mon, 21 Oct 2024 00:00:00 +0000

Fluency in English is vital for non - native speakers in Allied Health Sciences. However, undergraduates in English - medium health programs often struggle with oral communication skills. To address this, faculty administrations have implemented various initiatives, though participation rates remain low. This study

aimed to explore students' preferred activities and whether their motivation to improve English speaking skills was driven by intrinsic or extrinsic factors. A cross -sectional survey was conducted among first to final-year students in Pharmacy, Nursing, and Medical Laboratory Science (MLS) programs, who are native Sinhala or Tamil speakers. Data were collected through a validated online questionnaire, pilot tested for reliability. Intrinsic and extrinsic motivators were analyzed using a paired sample t-test. Among 277 respondents (Pharmacy 33.2%, Nursing 45.8%, MLS 20.9%), intrinsic motivation was predominant (p<0.001, 95% CI), with future job prospects, personal development, and confidence being key motivators. Common barriers included fear of mistakes, nervousness, and grammar difficulties. Students favored constructive feedback and supportive classroom environments. Preferred activities included presentations during lectures (60.8%) and participation in speaker clubs, with or without resource persons (55.7%). The study recommends more flexible, interactive opportunities like weekly speaker clubs, certification programs, and integrating both informal and professional topics into the curriculum. These findings offer practical strategies for improving language programs in similar educational contexts.

HIGHLIGHTS:

The study identifies intrinsic motivation as the primary driver for health sciences undergraduates learning English speaking skills, with future job opportunities, personal development, and confidence being key motivating factors.
Common barriers to speaking proficiency include fear of mistakes, nervousness, and grammar difficulties, yet students expressed a strong preference for constructive feedback and supportive classroom environments.
Recommendations for faculty include implementing flexible, interactive speaking practice opportunities, such as weekly speaker clubs and presentations while moving away from authoritative, compulsory programs to better align with students' interests.

Paradigm Shift of Online English Language Platform as an Assessment Standard System

Karin Sari Saputra, Sisilia Setiawati Halimi, Harwintha Yuhria Anjarningsih — Fri, 18 Oct 2024 10:49:20 +0000

Monitoring mechanisms are critical to the success of online English language learning programs, particularly where self - directed learning poses challenges to maintaining quality outcomes. This conceptual article introduces a paradigm shift in online language learning by proposing a standardized assessment

framework to monitor learners’ progress. Through a theoretical analysis of existing online learning models, the article integrates insights from both humanistic technology and linguistic performance metrics to develop a new monitoring system. The proposed framework ensures consistent evaluation of learners’ knowledge, skills, and behaviors, tailored to the specific demands of online environments. The implications of this approach suggest that by incorporating standardized monitoring can significantly enhance learner engagement, accountability, and proficiency in online English platforms, thereby improving the overall quality of distance learning experiences.

HIGHLIGHTS:

Introduction of a standardized assessment framework: The study proposes a paradigm
shift by integrating a standardized online assessment system to enhance the quality assurance
of English language learning platforms.
Humanistic technology in language learning: The research highlights how digital platforms
driven by humanistic technology can effectively address the challenges of distance foreign
language learning.
Improved student performance through monitoring mechanisms: Findings demonstrate
that integrating pedagogical monitoring practices leads to measurable improvements in
learners’ language skills and engagement.

Affective and Cognitive Correlates of Reading Comprehension: A Structural Analysis

Mon, 21 Oct 2024 13:29:50 +0000

This study investigated the impact of reading motivation, dictation, vocabulary, and socioeconomic status on students’ reading comprehension. A quantitative research methodology was employed, with data collected over four sessions involving tenth-grade students from SMA Yadika Bandar Lampung. The data were gathered through multiple - choice tests, questionnaires, and dictation assessments. The results demonstrated a strong positive correlation between decoding skills and vocabulary in relation to reading comprehension. Statistically significant p-values of 0.000 were found for the relationships between decoding and English reading comprehension (DEC->ERC), decoding and vocabulary (DEC-> VOC), vocabulary and reading comprehension (VOC - >ERC), as well as the combined effects of dictation and vocabulary on English reading comprehension (DEC - >VOC - >ERC). The findings highlight that both dictation skills and vocabulary development play a crucial role in enhancing reading comprehension. In contrast, the study found no significant relationship reading motivation or socioeconomic status and reading comprehension. The correlations betw een extrinsic motivation and English reading comprehension (EM->ERC), intrinsic motivation and English reading comprehension (IM->ERC), and family income and English reading comprehension (INC->ERC) were not statistically significant. These results suggest that while dictation and vocabulary skills are essential for reading comprehension, factors such as reading motivation and socioeconomic status did not exert a significant influence in the study. The findings underscore the importance of focusing on vocabulary and

dictation skills to improve students’ reading comprehension, suggesting that targeted educational interventions in these areas could lead to enhanced academic performance for all students.

HIGHLIGHTS:

Impact of Decoding Skills and Vocabulary on Reading Comprehension: The study shows a strong link between students' decoding skills and vocabulary knowledge, which both greatly improve reading comprehension. Decoding directly helps build vocabulary, which then supports reading comprehension. Vocabulary alone accounts for 75.2% of the differences in reading comprehension, emphasizing its key role.

Limited Influence of Socioeconomic and Motivational Factors: Unlike some past studies, this research found that socioeconomic status, intrinsic motivation, and extrinsic motivation have little to no impact on reading comprehension. This suggests that cognitive skills, like decoding and vocabulary, are more important for students' reading abilities than socioeconomic or motivational factors.
Educational Implications for Curriculum Development: The findings highlight the need to focus on cognitive skills, especially vocabulary and decoding, in reading instruction. Prioritizing these core skills can help educational programs improve students' reading comprehension and close literacy gaps across diverse groups.

Blending process and genre approaches in teaching academic writing to first-year English as a second language students

Mzamani Maluleke J — Thu, 31 Oct 2024 00:00:00 +0000

The article aims to provide a comparative analysis of the approaches employed by lecturers e to teach academic writing to first - year English as a second language (ESL) students at the university level. Lecturers are typically expected to adopt either the genre - based or process - oriented approach when instructing students from diverse multilingual and multicultural backgrounds, who possess varying levels of English proficiency. The process - genre approach is recommended by the researcher as it effectively enhances students’ academic writing abilities. The study utilized pre- and post-tests to evaluate the academic writingskills of first-year students. The pre-test served as an initial evaluation of the participants’ writing proficiency, providing a baseline for improvement, while the post-test measured progress after several weeks of instruction. Additionally, a questionnaire was administered to gather students’ perspectives on academic writing. The findings indicate that many ESL students face challenges of managing course content while simultaneously grappling with the grammatical, lexical, and syntactic complexities of the target language. Consequently, lecturers are encouraged to apply the process - genre approach to support students in improving their academic writing skills and bridging the gap between secondary and tertiary education.

HIGHLIGHTS:

ESL students experience challenges in writing coherent, logical, and grammatically correct essays.
ESL struggle to manage course contents while struggling with grammatical, lexical and syntactic complexities of the target language.
Blending the process and genre approaches helps students to improve their academic writing levels.

English for Administration: Enhancing Government Employees’ Communication Skills

Elli Setiyo Wahyuni, Cyril Bernard Rachman — Mon, 14 Oct 2024 11:26:50 +0000

Excellent public service requires government employees to possess professional skills, one of which is proficiency in English communication. This study explores how tourism and hospitality training can enhance employees’ ability to interact with foreign visitors at tourism destinations. The study utilizes observation, role-playing, and focus group discussion as primary methods, involving 40 government employees in a program designed to develop effective communication skills for interacting with tourists. The findings highlight comm unication challenges faced by the community as it aims to establish itself as an international tourism destination. The findings indicate that role-playing is particularly effective in simulating real- world interactions, helping participants understand how to communicate in practical situations. Furthermore, focus group discussions provide insight into the participants’ views on the training program. The study concludes that English for administration enhances the employees’ communication with visitors, equipping

them with effective and appropriate techniques for welcoming and guiding tourists. This contributes to improved service quality and better understanding of hospitality practices, enabling the community to become more skilled and professional. The study also suggests that improving speaking skills requires multiple approaches, including teaching methods tailored to the participant’s needs and the use ofauthentic materials. Future research should investigate the government employees’ competencies in reading, listening, and writing skills. Furthermore, the study underscores the correlation between public service excellence and the quality of the workforce.

HIGHLIGHTS:

English for public service is suitable knowledge to improve government
employees’ communication skill.
Role playing is an effective learning method to practice conversation with
foreigners.
Speaking in English should be enhanced to promote tourism objects at Setigi for
International recognition.

Strategies-Based English Instruction as a Method for Enhancing Reading Comprehension Skills in Higher Education Students

Wed, 02 Oct 2024 06:32:48 +0000

Reading comprehension skills are pivotal for the academic success and future careers of communication science students, making the use of effective teaching strategies essential for their development. This Classroom Action Research (CAR) investigates how Strategies-Based Instruction (SBI) improves students’ reading comprehension and overall learning experiences. Data were collected through observation, tests, and interviews, with quantitative analysis conducted using SPSS and qualitative analysis performed thematically. The results indicate that the implementation of SBI in reading classes increases students’ reading comprehension and positively influences aspects such as materials organization, student engagement, attitudes towards reading, and motivation to attend classes. Additionally, SBI promotes direct strategies that assist students master key skills, thereby better preparing them for their future careers. This study suggests that teachers should be equipped with both technological and pedagogical knowledge, through workshops or training, to improve their professionalism, particularly in teaching reading through the SBI framework.

HIGHLIGHTS:

SBI increases students’ reading comprehension.
SBI Positively influences learning experiences.
SBI promotes direct strategies that assist students master key skills for their future
careers.