Journal of English and Education (JEE) https://journal.uii.ac.id/JEE <div> <table class="data" style="height: 218px;" width="686" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td rowspan="9" width="20%"><img src="https://journal.uii.ac.id/public/site/images/masad/journalthumbnail-en-us-cbee1637089c4fcbe6c2cf095901feb3.jpg" alt="" width="148" height="210" /></td> <td width="20%"><strong>Journal title</strong></td> <td width="80%"><strong>: </strong>Journal of English and Education (JEE)</td> </tr> <tr valign="top"> <td width="20%"><strong>Abbreviation</strong></td> <td width="80%"><strong>: </strong>JEE</td> </tr> <tr valign="top"> <td width="20%"><strong>Frequency</strong></td> <td width="80%"><strong>: </strong>2 issues per year | May &amp; November</td> </tr> <tr valign="top"> <td width="20%"><strong>DOI prefix</strong></td> <td width="80%"><strong>:</strong> <a href="https://journal.uii.ac.id/index.php/JEE" target="_blank" rel="noopener">doi.org/10.20885/jee</a><strong><br /></strong></td> </tr> <tr valign="top"> <td width="20%"><strong>ISSN</strong></td> <td width="80%"><strong>: </strong>P-ISSN: <a href="https://issn.brin.go.id/terbit/detail/1180425234" target="_blank" rel="noopener">1978-371X</a> | E-ISSN: <a href="https://issn.brin.go.id/terbit/detail/20220605151589050" target="_blank" rel="noopener">2830-0947</a></td> </tr> <tr valign="top"> <td width="20%"><strong>Publisher</strong></td> <td width="80%"><strong>: </strong><a href="http://pbi.uii.ac.id/" target="_blank" rel="noopener">English Education Department, Universitas Islam Indonesia</a></td> </tr> <tr valign="top"> <td width="20%"><strong>Citation Analysis</strong></td> <td width="80%"><strong>:</strong> <a href="https://scholar.google.com/citations?hl=en&amp;user=WxTR-74AAAAJ" target="_blank" rel="noopener">Google Scholar</a>, <a href="https://app.dimensions.ai/discover/publication?and_facet_source_title=jour.1448961" target="_blank" rel="noopener">Dimensions</a></td> </tr> <tr valign="top"> <td width="20%"> </td> <td width="80%"> </td> </tr> </tbody> </table> </div> <div> <div><strong>Journal of English and Education (JEE)</strong> publishes articles twice a year publishes in May and November by the English Education Department, Faculty of Psychology and Socio-cultural Sciences, Universitas Islam Indonesia. Journal of English and Education (JEE) provides a forum for researchers, linguists, teachers, and scholars in English language education and applied linguistics to contribute to the debate on this area from multilingual perspectives. Journal of English and Education (JEE) was first published in 2007. Changes have occurred several times regarding the front cover and the system. The journal lasted for six years until Volume 7 Number 2 in 2013. The edition in 2022 (Volume 8 Number 1) remarked the reborn of the journal. This continuation also remarks the excessive development in terms of the application of OJS, progressive adaptation of the use of writing styles and reference style (APA Style Seventh Edition), and a more complete and attractive web interface. Another significant change occurs in the layout of the sections in journal articles with a fresher appearance. The article history of each article also includes the indicated progress features. </div> <div> </div> <div>Journal of English and Education (JEE) is indexed, abstracted, and listed in the following databases such as <a href="https://garuda.kemdikbud.go.id/journal/view/9138" target="_blank" rel="noopener">Garuda</a>, <a href="https://scholar.google.com/citations?hl=en&amp;user=WxTR-74AAAAJ" target="_blank" rel="noopener">Google Scholar</a>, <a href="https://www.semanticscholar.org/venue?name=Journal%20of%20English%20and%20Education&amp;sort=influence" target="_blank" rel="noopener">Semantic Scholar</a>, <a href="https://www.scilit.net/sources/129097" target="_blank" rel="noopener">Scilit</a>, <a href="https://portal.issn.org/resource/ISSN/2830-0947" target="_blank" rel="noopener">ROAD</a>, <a href="https://app.dimensions.ai/discover/publication?and_facet_source_title=jour.1448961" target="_blank" rel="noopener">Dimensions</a>, <a href="https://europub.co.uk/journals/30958">EuroPub</a>, <a href="https://search.crossref.org/?q=Journal+of+English+and+Education+(JEE)" target="_blank" rel="noopener">Crossref</a>, <a href="https://onesearch.id/Repositories/Repository?search=Journal+of+English+and+Education+%28JEE%29" target="_blank" rel="noopener">Indonesia OneSearch</a> and <a href="https://journals.indexcopernicus.com/search/details?id=129705" target="_blank" rel="noopener">Index Copernicus</a>. </div> <div>Journal of English and Education (JEE) is also available on several library catalogues such as <a href="https://hollis.harvard.edu/primo-explore/search?query=any,contains,2830-0947&amp;tab=everything&amp;search_scope=everything&amp;vid=HVD2&amp;facet=jtitle,include,Journal%20Of%20English%20And%20Education&amp;lang=en_US&amp;offset=0" target="_blank" rel="noopener">Harvard Library</a>, <a href="https://solo.bodleian.ox.ac.uk/discovery/search?query=any,contains,2830-0947&amp;tab=Everything&amp;search_scope=MyInst_and_CI&amp;vid=44OXF_INST:SOLO&amp;facet=jtitle,include,Journal%20Of%20English%20And%20Education&amp;offset=0&amp;pcAvailability=true" target="_blank" rel="noopener">University of Oxford</a>, <a href="https://discovered.ed.ac.uk/discovery/search?query=any,contains,Journal%20of%20English%20and%20Education%20(JEE)&amp;tab=Everything&amp;search_scope=UoE&amp;vid=44UOE_INST:44UOE_VU2&amp;facet=jtitle,include,Journal%20Of%20English%20And%20Education&amp;offset=0&amp;pcAvailability=true&amp;searchInFulltext=true" target="_blank" rel="noopener">The University of Edinburgh</a>, <a href="https://search.library.wisc.edu/search/articles?q=2830-0947" target="_blank" rel="noopener">University of Wisconsin–Madison</a>, <a href="https://catalogue.leidenuniv.nl/discovery/search?query=any,contains,2830-0947&amp;tab=Everything&amp;search_scope=MyInst_and_CI&amp;vid=31UKB_LEU:UBL_V1&amp;pcAvailability=true" target="_blank" rel="noopener">Leiden University</a>, <a href="https://catalogue.solent.ac.uk/discovery/search?query=any,contains,2830-0947,AND&amp;tab=Combined&amp;search_scope=MyInst_and_CI&amp;vid=44SSU_INST:VU1&amp;facet=jtitle,include,Journal%20Of%20English%20And%20Education&amp;mode=advanced&amp;offset=0&amp;pcAvailability=true" target="_blank" rel="noopener">Solent University</a>, and <a href="https://primo-pmtna02.hosted.exlibrisgroup.com/primo-explore/search?institution=USASK&amp;vid=USASK&amp;tab=default_tab&amp;search_scope=UofS&amp;mode=Basic&amp;displayMode=full&amp;bulkSize=10&amp;highlight=true&amp;dum=true&amp;displayField=all&amp;pcAvailabiltyMode=true&amp;query=any,contains,2830-0947&amp;vl(freeText0)=2830-0947&amp;Search=" target="_blank" rel="noopener">University of Saskatchewan</a>.</div> </div> English Education Department, Universitas Islam Indonesia en-US Journal of English and Education (JEE) 1978-371X <p>Authors who publish with this journal agree to the following terms:</p> <ol> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a title="CCAL" href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="noopener">Creative Commons Attribution-ShareAlike 4.0 International License</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_blank" rel="noopener">See The Effect of Open Access</a>).</li> </ol> A panoramic view of a structured how to write for publication course: College students’ views and tips https://journal.uii.ac.id/JEE/article/view/36446 <p><span style="font-weight: 400;">Despite the privileged status of writing in academia, satisfying outputs are still low, and thus lack of knowledge about the nature of academic writing and publishing is attempted to be compensated in how to write for publication courses. </span><span style="font-weight: 400;">Responding to the existing calls to conduct writing-related studies going far beyond diagnosing well-established writing challenges, the current case study seeks to probe 8 MA candidates’ experiences, needs, wishes, and suggestions in a structured how-to-write for publication course through open-ended questionnaires and student diaries at the MA Applied Linguistics program of a large-size state university in Türkiye. The qualitative data of the current study were triangulated with an open-ended questionnaire in the form of participant self-reports and student diaries. The findings show that such writing interventions were valued for adding up to graduate candidates and socializing their writing. However, MA candidates needed to be supported with negotiated workshops as such extensions could help them apply writing theory and find the audience. The insights are provided, and the findings are discussed to suggest implications for both research and educational policy.</span></p> Şakire Erbay Çetinkaya Copyright (c) 2024 Şakire Erbay Çetinkaya https://creativecommons.org/licenses/by-sa/4.0 2024-11-30 2024-11-30 10 2 67 84 10.20885/jee.v10i2.36446 EFL students’ perceptions toward the use of electronic written feedback in academic writing classes https://journal.uii.ac.id/JEE/article/view/35245 <p><span style="font-weight: 400;">Feedback is one of the essential things for students to help them improve and develop their writing skills. Nowadays, the kinds of feedback are varied; a form that has often been used since the pandemic is electronic written feedback. This study aims to find out the students' perceptions toward the use of electronic written feedback. This study was conducted in the English Language Education Program at a private university in Salatiga. This study included 34 students registered in an Academic Writing class during the even semester 2023. The data for this study were gathered from semi-structured interviews and questionnaires. Both thematic analysis and statistical analysis were used to analyze the data from the interview and questionnaires. The findings revealed that the students’ attitudes toward electronic feedback were positive. Moreover, this study found weaknesses and strengths in using written feedback electronically. Practical recommendations for maximizing the potential of the electronic written feedback and directions for future research are also presented in this paper.</span></p> Yohanna Amanda Putri Anita Kurniawati Hadiyanto Yustinus Calvin Gai Mali Copyright (c) 2024 Yohanna Amanda Putri https://creativecommons.org/licenses/by-sa/4.0 2024-11-30 2024-11-30 10 2 85 94 10.20885/jee.v10i2.35245 Improving English as a foreign language learners’ vocabulary and reading comprehension through crossword-assisted teaching https://journal.uii.ac.id/JEE/article/view/36336 <p><span style="font-weight: 400;">Numerous studies have demonstrated the effectiveness of crossword-assisted teaching for English as a foreign language (EFL) instruction. The present study evaluated the effectiveness of this technique in the Chinese-speaking EFL environment. Two cohorts of junior college students participated in this study. Both groups completed a vocabulary and reading skill pretest, which revealed no significant differences between the groups. For convenience, a larger cohort of 34 students was designated as the experimental group, and a smaller cohort of 32 students was designated as the control group. During the study, crossword-solving tasks and quizzes were integrated into the instruction provided to the experimental group, whereas traditional lecture-based instruction was provided to the control group. After the study, both groups underwent the same posttest. The experimental group significantly outperformed the control group in both vocabulary knowledge and reading comprehension. Additionally, the experimental group students’ responses to a learning attitudes questionnaire indicated their favorable perceptions of the use of crosswords in instruction. Therefore, this study verified the effectiveness of crossword puzzles in a non-Western linguistic learning environment, reinforcing the value of crosswords for EFL teaching.</span></p> Yu-Chi Yang Copyright (c) 2024 Yu-Chi Yang https://creativecommons.org/licenses/by-sa/4.0 2024-11-30 2024-11-30 10 2 95 110 10.20885/jee.v10i2.36336 Analyzing the development of university English students’ speaking fluency https://journal.uii.ac.id/JEE/article/view/36345 <p><span style="font-weight: 400;">The development of speaking fluency is a critical aspect of English language learning, particularly for non-native speakers. This study investigates the progress of university English learners in improving their speaking fluency, focusing on two key measures: the length of silent pauses and the use of pause fillers. A quantitative approach was employed, utilizing a pre-experimental design with 61 second-year students from two private universities, one in Indonesia and one in Uzbekistan. These students were enrolled in a speaking course at their respective universities, and the study served as an evaluative measure for the course. Data were collected through speaking tasks administered at the beginning and end of the course, where students delivered five-minute monologues on topics related to professional communication, specifically the creation of a startup company. The findings revealed a significant reduction in silent pauses, indicating an improvement in fluency, while the use of pause fillers showed minimal change.</span></p> <p> </p> Feisal Aziez Alfia Nita Lutfi Istikharoh Rimajon Sotlikova Copyright (c) 2024 Feisal Aziez https://creativecommons.org/licenses/by-sa/4.0 2024-11-30 2024-11-30 10 2 111 136 10.20885/jee.v10i2.36345 Teaching English grammar for ESP learners: An exploration of content based instruction https://journal.uii.ac.id/JEE/article/view/36400 <p><span style="font-weight: 400;">This study examined two instructional methods of grammar teaching for polytechnic students: the traditional method of translation and memorization and Content-Based Instruction (CBI). By involving first-year students majoring in Cyber Security, this study measured the impact of each method using pre- and post-tests focusing on key grammar topics integrated into IT content. The results showed that students in the CBI class outperformed those in the conventional class, wherein 53.34% of the former group attained converted grades of A and B while only 26.67% achieved similar grades in the latter. The students’ feedback collected through questionnaires indicated that they preferred CBI because it was more relevant and applicable to reality, thus motivating them and making the grammar understandable in context. CBI was effective in ESP settings because it combined language skills with subject matter, but it necessitated instructors to handle both language teaching and content area. The current study highlighted that CBI could be a more meaningful grammar instruction for providing better learner outcomes in technical fields.</span></p> Romadhon Romadhon Copyright (c) 2024 Romadhon Romadhon https://creativecommons.org/licenses/by-sa/4.0 2024-11-30 2024-11-30 10 2 120 133 10.20885/jee.v10i2.36400