Journal JEES (Journal of English Educators Society)

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Huong Hoang Le
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i2.979

Abstract:The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.
Restu Mufanti, Andi Susilo
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i2.982

Abstract:This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
Lyla Anggerwina Kusuma
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i2.1007

Abstract:In applying communicative competence that became the utmost teaching method in teaching English program, the lecturers found the fact that the Islamic communication students are apparently reluctant to speak and communicate their ideas confidently. It happens because they thought that they do not know what they are going to say and how they are going to say their ideas. By knowing these problems the lecturers then tried to analyze the sequences of Islamic-content-TED and integrate those public speaking sequences from TED talks to STID Al-Hadid’s students to give an understanding and also to improve the confidence and quality in delivering public speaking speech for the sophomore students who are majoring Islamic Communication & Broadcasting. For further, in order to master this skill, students are also expected to find noble ideas to be shared in their personal public speaking. This action research study then found out that having sharing the sequences of TED talks, the student’s public speaking productions are more organized and powerful moreover; the fluency and also the student’s accuracy of the students could be controlled well.
Yuli Astutik
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i2.964

Abstract:This research article described the interactional strategies used by low learners in public speaking class. A qualitative study on whether or not low learners used the aspects of interactional strategies was the main focus. This paper also aimed to know what aspects mostly used and the factors that cause this problem. Observing and interviewing to six subjects regarding on the use of interactional strategies: exemplification, confirmation checks, comprehension checks, repetition, clarification requests, repetition requests, exemplification requests, and assistance appeal were carried out. Finding indicated that from six low learners, only two who did not apply interactional strategies in all situations. Four students have applied 3 – 4 interactional strategies in the case they were as the speaker. In another side, when they were the listeners, they did not apply the interactional strategies. The result showed that repetition was the interactional strategy mostly used by low learners. Nevertheless, the reason of using it was not proper reason. The further finding indicated some factors cause low learners did not use four interactional strategies such as fluency, grammar, lack of vocabulary and pronunciation in addition to the English practice merely in the formal situation.
Putu Ngurah Rusmawan
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i2.875

Abstract:This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.
Heri Dwi Santoso
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i2.985

Abstract:To a certain extent, a structural study is good enough to comprehend the very substance of a literary work. Given the above thesis, the researcher attempted to conduct a structural research on Roll of Thunder Hear My Cry (ROTHMC), an African-American novel, using actantial and functional structure analysis. This study aimed at comprehending the basic framework of the story that leads to the revelation of the plot and relations between characters, which indicated the African-American protagonist’s struggle to challenge white supremacy. Method used in the research was descriptive qualitative. Results found that the protagonist was David Logan, an African-American independent farmer that had an ambition to free African-American community from white people’s repressions. It was also found that the ambition and dream of David Logan about African-American freedom and independence and his awareness on the repression toward African-American people (Sender) has made him struggled to make African-American or African-American become a free race with dignity in the United States, where land and other things at the time was dominated by White people. Meanwhile, the functional analysis showed the plot structure of ROTHMC, which was centered on the struggles of David Logan and the family to challenge white supremacy.
Dian Rahma Santoso
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i1.713

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Nur Hidayat
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i1.676

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Peptia Asrining Tyas, Mega Safitri
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i1.688

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Nurul Afidah, Iin Baroroh Ma’arif
JEES (Journal of English Educators Society), Volume 2; doi:10.21070/jees.v2i1.677

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