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> 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="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> [email protected] (Banatul Murtafi'ah) [email protected] (Hidayatun Nafiah) Fri, 31 May 2024 00:00:00 +0000 OJS 3.3.0.10 http://blogs.law.harvard.edu/tech/rss 60 Exploring Elementary School English Teachers' Voices in Gaining Students' Attention in Learning https://journal.uii.ac.id/JEE/article/view/33714 <p><span style="font-weight: 400;">Student attention plays a pivotal role in learning. It becomes the gateway to learning engagement, behavioral management, and academic achievement. This research investigates several methods elementary school teachers use in Indonesia to capture and maintain students' attention during English language instruction. This study examines the methods and challenges faced in the interaction process, which is crucial for successful learning. The research utilizes a qualitative descriptive study design, including in-depth interviews with three experienced English teachers. The findings indicate that teachers use many interactive and sensory-stimulating methods, including games, total physical response activities, songs, gestures, and visual aids, to attract and hold students' attention. These methods are essential for sustaining involvement and accommodating learning preferences and cultural contexts. However, teachers need more resources, training needs, and a diverse array of students' interests and learning styles, all of which might hinder the execution of these methods. This research emphasizes the need to provide teachers with customized training and resources to use attention-grabbing methods successfully. This study adds to the broader conversation on educational methods in linguistically and culturally diverse settings, indicating that improving teacher support and resources is crucial for promoting successful English language instruction at the elementary school level. </span></p> Suryanto Suryanto, Ardiless Brawijaya Copyright (c) 2024 Suryanto Suryanto, Ardiless Brawijaya https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/JEE/article/view/33714 Thu, 23 May 2024 00:00:00 +0000 Practicing Intertextuality in English as a Foreign Language: An Indonesian EFL Learner’s Experiences https://journal.uii.ac.id/JEE/article/view/28239 <p style="font-weight: 400;">The existing studies on intertextuality In Indonesia mainly focuses on the contexts of mass media and literature, so little is known about intertextuality within the context of higher education, not to mention the one involving multiple languages including English. The present study explored intertextuality practices of an Indonesian EFL learner. The data were collected through semi-structured interviews and analyzed thematically. The findings pointed out that the participant’s ability to practice intertextuality was highly influenced by his well-developed reading habit. Furthermore, it was indicated that intertextuality practices helped the participant better understand texts and their underlying aspects, find connection of texts with other discourses, and establish relevance of texts within real-life settings. By discussing how an Indonesian EFL learner practiced his intertextuality for academic and non-academic purposes in higher education, this study may provide as an empirical contribution for the growing body of research on intertextuality practices in Indonesia.</p> Chintya Arlita, Willy Prasetya Copyright (c) 2024 Chintya Arlita, Willy Prasetya https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/JEE/article/view/28239 Fri, 31 May 2024 00:00:00 +0000 The Influence of Using “THIEVES” Strategy on Junior High School Students’ Reading Comprehension https://journal.uii.ac.id/JEE/article/view/33400 <p>Though reading in English is an imperative skill for students, teaching reading somehow still becomes a problem. This research aimed to investigate the influence of using the THIEVES (<em>Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End-of-chapter questions</em>, and <em>Summary</em>) strategy on reading comprehension among the eighth-grade students of a junior high school at Serang, Banten, Indonesia. This is a quasi-experimental study, specifically a non-equivalent control group design which aims to compare the outcomes between an experimental group (n= 33) that received the THIEVES Strategy intervention and a control group (n= 34) that was not taught using the strategy. The results indicated a significant improvement in the experimental group’s reading comprehension scores compared to the control group. The result also leads to the rejection of the null hypothesis (H0) and accepting the alternative hypothesis (Ha) since the <em>p</em>-value shows <em>Sig</em> = .000 which means that the result is lower than .05. This experiment confirmed that THIEVES strategy has an influence on reading comprehension skills among students. The researchers then recommend English teachers to use an engaging and innovative strategy to captivate students’ interest and prevent boredom.</p> Yanda Islami, Siti Aisah, Ezis Japar Sidik Copyright (c) 2024 Yanda Islami, Siti Aisah, Ezis Japar Sidik https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/JEE/article/view/33400 Fri, 31 May 2024 00:00:00 +0000 Question Types on Reading Comprehension in TOEFL Test: An Implication in Teaching Reading TOEFL to Students https://journal.uii.ac.id/JEE/article/view/33363 <p>Reading section in TOEFL is challenging because there are many texts and test items to be completed in a relatively short time. Thus, test-takers should read quickly and precisely. This study describes the types of reading comprehension in Pre-Test and Post-Test TOEFL and its implications in teaching reading TOEFL. This research is descriptive and qualitative. The result analysis shows that several types of reading questions in Pre-Test and Post-Test TOEFL are 1) idea of passage questions, 2) directly answered questions, 3) indirectly answered questions, 4) vocabulary questions, and 5) overall review questions. When teaching TOEFL reading to students, it is important to employ several general strategies. These include introducing the various categories of reading questions, followed by questions that refer to specific sentences in the reading. Additionally, providing explanations on how to answer the questions is essential for effective comprehension. The TOEFL reading teaching strategy involves introducing various types of reading questions, and exercises that refer to certain sentences in the reading, as well as providing explanations on how to answer the questions. Through this approach, students can gain a better understanding of the structure and types of questions that may appear in the TOEFL exam.</p> Tira Nur Fitria Copyright (c) 2024 Tira Nur Fitria https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/JEE/article/view/33363 Fri, 31 May 2024 00:00:00 +0000 The Relationship Between Indonesian EFL Learners’ Vocabulary Knowledge and English Competencies https://journal.uii.ac.id/JEE/article/view/33651 <p>English vocabulary mastery is considered important in Indonesian education, but the actual vocabulary mastery of high school students is still below the target. It becomes a concern whether the low vocabulary knowledge is correlated with English skills. Thus, this study investigated the relationship between Indonesian students’ English vocabulary knowledge and English competencies. A total of 108 high school students completed a productive vocabulary test (Lex 30). The students’ scores from their English class served as the data for English competence. The Lex30 result and the English scores were then tested using Pearson correlation. The findings showed that the students’ vocabulary knowledge and English competencies had positive correlation. Despite no specific measurement of the vocabulary size from the lex30 score, it was relevant to measure students’ vocabulary knowledge required for their performance in general English skills (reading, writing, listening, and speaking). Thus, the positive correlation indicated that students with good vocabulary knowledge might also had good English scores. This study's specific contextual focus may restrict the applicability of the findings to other contexts. Therefore, future research should diversify the sample, incorporate a wider range of assessment tools, and explore the impact of different teaching methods on language skills in various settings.</p> <p> </p> Lintang Wilujeng Hartini, Anandayu Suri Ardini Copyright (c) 2024 Lintang Wilujeng Hartini, Anandayu Suri Ardini https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/JEE/article/view/33651 Fri, 31 May 2024 00:00:00 +0000