Journal of English and Education (JEE) <div> <table class="data" width="100%" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td rowspan="9" width="20%"><img src="" alt="" width="120" height="170" /></td> <td width="20%">Journal title</td> <td width="80%">:<strong><strong> Journal of English and Education (JEE)</strong></strong></td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td width="80%">: <strong>JEE</strong></td> </tr> <tr valign="top"> <td width="20%">Abbreviation</td> <td width="80%">: <strong>JEE</strong></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%">: <strong>2 issues per year | May &amp; November<br /></strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"><strong>:</strong></td> </tr> <tr valign="top"> <td width="20%">ISSN</td> <td width="80%">: <strong>P-ISSN: 1978 371X | E-ISSN: 2830-0947</strong></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%">: <strong><a href="">Universitas Islam Indonesia</a></strong></td> </tr> <tr valign="top"> <td width="20%">Citation Analysis</td> <td width="80%">: <strong><a href=";user=WxTR-74AAAAJ" target="_blank" rel="noopener">Google Scholar</a> </strong></td> </tr> </tbody> </table> </div> <div> <div id="journalDescription"> </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. </div> <div><br />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 next edition in 2022 (Volume 8 Number 1) will remark 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> <div> </div> <div> </div> en-US <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="" 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="" target="_blank" rel="noopener">See The Effect of Open Access</a>).</li> </ol> (Banatul Murtafi'ah) (Muhammad Wafa Akhyari) Tue, 31 May 2022 00:00:00 +0000 OJS 60 Native-Speakerism in a Locally Developed Indonesian EFL Textbook: A Critical Discourse Study <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The objective of the study is to examine to what extent native- speakerism is embedded in an EFL textbook for senior high school students in Indonesia. Native-speakerism is an ideology that legitimates native speakers as superior models of English. The textbook was developed by local English teachers and supervised and published by the Indonesian Ministry of Education and Culture (Widiati et al., 2017). The study focuses on analyzing critical elements in the passages in the textbooks. Eighteen passages were analyzed qualitatively using a set of guideline questions developed from Fairclough (2001) three dimensions of discourse analysis. The findings show that native-speakerism is the second major ideology after Indonesia-center. It is embedded in four passages. Three passages contain native-speakerism that can be recognized on the sentence level. Another passage, disguised as Indonesia-center, transfers native-speakerism implicitly as it cannot be identified on the sentence level. The findings are presented descriptively with excerpts from the passages followed by an illustrated scenario for each excerpt. Suggestions on how to lessen native-speakerism transfer are presented in conclusion.</p> </div> </div> </div> Satwika Nindya Kirana, Phongsakorn Methitham Copyright (c) 2022 Satwika Nindya Kirana, Phongsakorn Methitham Tue, 31 May 2022 00:00:00 +0000 Perceptions of Teachers and Students on the Adoption of Smartphones in EFL Learning in the Vocational School Context <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>With the shift from face-to-face learning to online mode, both teachers and students need to adjust the online learning due to the COVID-19 pandemic. During the pandemic, numerous researches has been undertaken, particularly ICT adoption in EFL learning. Despite a growing study investigating ICT use in the EFL context, relatively few studies report on the adoption of smartphones as a platform for teaching English situated in the vocational landscape. To fill this gap, this study is aimed to investigate teachers' and students' perceptions about the adoption of smartphones in EFL learning in one of Indonesia’s vocational schools. Grounded in a phenomenological case study, this research provided details of vocational English teachers' and students’ live experiences interacting in English teaching via smartphone as a learning platform. In this study, two English teachers and three students have recruited as the participants voluntarily. The result of this study showed numerous benefits and challenges in the use of smartphones in the vocational school context. The writer found that the adoption of smartphones is beneficial, helpful, practical, and enjoyable for learning English, especially in using several smartphone applications. Despite the benefits of a smartphone, the participants reported that the instructions need to explain clearly as they are sometimes confused with the teacher's instructions. Drawing on the findings, this research implied that English teachers are suggested to adopt a wide range of learning resources to gain better students' understanding of learning English.</p> </div> </div> </div> Anggitia Niken Prasetyo, Kardi Nurhadi, Gina Larasaty Copyright (c) 2022 Kardi Nurhadi, Anggitia Niken Prasetyo, Gina Larasaty Tue, 31 May 2022 00:00:00 +0000 Students’ Perception on Academic Dishonesty in a Senior High School <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This study aims to identify students’ perceptions and knowledge related to Academic Dishonesty (AD), specifically plagiarism and cheating. This is a survey study. The data were collected using an adapted questionnaire developed by Ledesma (2011); the data were gathered from students whose school applies academic integrity as the basic rules. Nine statements in four domains are included in the questionnaire. Non-probability sampling technique was used in this survey study by involving 122 respondents from various senior high schools. The result shows that students do not perceive Academic Dishonesty (AD) as misconduct. Out of 9 examples of AD, most of the participants agree that cheating is only when they copy their peers’ exact answers on a certain test. Meanwhile, they tend to discount other statements as a form of AD. This research could be an underlying base for stakeholders to know the students’ perception of AD, which eventually will help implement the Indonesia Ministry of Education’s character-building program.</p> </div> </div> </div> Safira Ardya Pelita Fadila Copyright (c) 2022 SAFIRA ARDYA PELITA FADILA Tue, 31 May 2022 00:00:00 +0000 Unveiling Attitude and Motivation of English Education Students toward English <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>English learning is often influenced by several aspects such as attitude and motivation. In fact, not all the students from the English Education Department have a positive attitude and motivation toward the major they are studying. While many studies have been conducted on attitude and motivation among secondary and university students, rarely have we seen a similar study for English Education Department students. Therefore, this study aims to determine English Education students’ attitudes and motivation in learning English. This was a survey study with 183 students participating in this study. This study used a modified version of AMTB (Attitude and Motivation Test Battery) from Gardner to collect the data. The recent version was adapted from Imsa-Ard (2020). There were 34 questions; the questionnaire was divided into five aspects (i.e., personal, emotional, educational, professional, and parental). The data were then analyzed by using SPSS and Microsoft Excel. The results show that English Education students have a positive attitude and motivation toward English. The overall results revealed that the English Education students in this study are highly motivated in the professional aspect. This implied that the professional atmosphere in these institutions should be maintained as it could boost students’ attitudes and motivation.</p> </div> </div> </div> Meisela Hardianti, Banatul Murtafi'ah Copyright (c) 2022 Meisela Hardianti, Banatul Murtafi'ah Tue, 31 May 2022 00:00:00 +0000 The Experiences of Learning Engagement by Successful Pre-service Teachers during Teaching Internship Program <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Pre-service teachers’ (PST) learning engagement in online learning as the contributing factor in determining students’ successful learning was less elaborated. It is important to explore the process of having meaningful learning engagement experiences. This study aims at elaborating on how learning engagement and meaning making, as experienced by two pre-service teachers, inspired them to successfully teach online in a variety of student contexts with the tools provided. The participants of this study were two pre-service teachers who participated in teaching internships as a mandatory program from their university. The type of this study was qualitative and was then analyzed by narrative analysis. Through multiple interviews and three months of Instagram stories, this study found two pre-service teachers employed learning engagement, especially cognitive engagement, in their distance learning process. The finding was elaborated into two themes; (1) cognitive engagement as a meaningful experience and (2) shared responsibility to achieve behavioral engagement.</p> </div> </div> </div> Laelah Al Mubarokah, Intan Pradita Copyright (c) 2022 Intan Pradita, Laelah Al Mubarokah Tue, 31 May 2022 00:00:00 +0000